Efectos de la actividad física sobre las funciones ejecutivas en una muestra de adolescentes

The aim of this study was to analyse the effects of a physical activity program, eight-week and based on small sided games, on some variables associated to executive function construct. The participants in the study were 54 adolescents, who were physically inactive, from the city of Priego (Córdoba, Spain), whose age ranged between 15 and 16 years old (<em>M</em>=15.35; <em>SD=</em> .48). The study was based on a quasi-experimental pre-post design with two randomized groups, control and experimental. The instruments used to evaluate the cognitive skills were Digits and Letters and Numbers tests of the Wechsler Intelligence Scale for Children (WISC-IV), the Trail Making Test (A and B) and the Stroop Test. It was realized an analysis of the mixed variance 2x2 to determine the effects of the treatment. Results showed positive effects of the physical activity program in subtest of WISC-IV and Trail Making Test B, although the effect size was weak. It is proposed to increase the time of intervention and apply different treatments to observe the impact of type of activity for future research

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Imagen corporal en universitarios mexicanos: diferencias entre hombres y mujeres (Effects of a small sided games program on executive function in a sample of adolescent girls)

Retos ◽

10.47197/retos.v0i30.50217 ◽

2016 ◽

pp. 171-176 ◽

Cited By ~ 1

Author(s):

María Del Carmen Zueck Enríquez ◽

Natalia Solano-Pinto ◽

Elia Verónica Benavides Pando ◽

Julio César Guedea Delgado

Keyword(s):

Physical Activity ◽

Executive Function ◽

Cognitive Skills ◽

Intervention Program ◽

Digit Span ◽

Physical Activity Program ◽

Trail Making Test ◽

Activity Program ◽

Trail Making ◽

The Impact

El objetivo de este trabajo fue analizar los efectos de un programa de actividad física, con una duración de 8 semanas y basados en juegos reducidos, sobre la función ejecutiva en un grupo de chicas. Las participantes fueron 39 adolescentes del municipio de Priego (Córdoba, España), con edades entre los 15 y 16 años (M= 15.41, DT= .50), que eran físicamente inactivas. Se empleó un diseño cuasi-experimental pre-post con dos grupos aleatorizados, control y experimental. Las herramientas empleadas para medir las habilidades cognitivas fueron el test Dígitos y el test Letras y Números, de la Escala de Inteligencia de Wechsler para Niños (WISC-IV), el Trail Making Test (A y B) y el Test Stroop. Se realizó un análisis de la varianza bifactorial para determinar los efectos de la intervención. Los datos hallados en el estudio pusieron de manifiesto efectos significativos del programa de actividad física sobre la memoria de trabajo y la flexibilidad cognitiva. Este trabajo contribuye a elevar el número de evidencias existentes sobre los beneficios de la actividad física en el funcionamiento cognitivo de los adolescentes. Abstract. The aim of this paper was to analyze the impact of an eight-week physical activity program based on small-sided games on the executive function of a group of teenage girls. The sample comprised 39 physically inactive girls from Priego (Cordoba, Spain) aged 15 and 16 years old (M= 15.41, SD= .50). The research was based on a quasi-experimental pre-post study design with two randomized groups: control and experimental. The Digit Span and the Letter-Number Sequencing subtests from the Wechsler Intelligence Scale for Children (WISC-IV), the Trail Making Test (A and B), and the Stroop Test were used to measure cognitive skills. A bi-factorial analysis of variance was carried out to ascertain the effects of the intervention program. The findings revealed significant effects of the physical activity program on working memory and cognitive flexibility. This paper helps to increase the amount of existing evidence on the benefit that physical activity provides to adolescents’ cognitive functioning.

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Influencia de un programa de actividad física sobre la atención selectiva y la eficacia atencional en escolares (Influence of a physical activity program on selective attention and attentional efficiency in school children)

Retos ◽

10.47197/retos.v38i38.77191 ◽

2020 ◽

pp. 560-566

Author(s):

Andres Rosa Guillamón ◽

Eliseo Garcia Canto ◽

Hector Martínez García

Keyword(s):

Physical Activity ◽

Physical Exercise ◽

High Intensity ◽

Scientific Evidence ◽

Hierarchical Organization ◽

Physical Activity Program ◽

Wilcoxon Test ◽

Positive Effects ◽

Activity Program ◽

Quasi Experimental

La atención se ha revelado como un mecanismo de control que desempeña un rol fundamental en la organización jerárquica de procesos no solo neurocognitivos sino también motivacionales y emocionales. La reciente evidencia científica que apoya la existencia de una relación directa entre ejercicio físico y atención demanda la necesidad de definir las premisas para el diseño de intervenciones con el objetivo de examinar qué tipo de actividad física puede influir de manera más efectiva en la evolución cognitiva preadolescente subyacente al ejercicio físico. El objetivo fue analizar el efecto sobre la atención de un programa de actividad física de alta intensidad. Se diseñó un estudio cuasi-experimental intrasujetos en el que participaron 24 niños y 20 niñas de 9-10 años pertenecientes a España. Se evaluó la atención mediante el Test de Caras. Se aplicó estadística no paramétrica para el análisis de datos (prueba de Wilcoxon). Se apreciaron efectos sobre las variables de aciertos, errores, omisiones, control inhibitorio y eficacia atencional (p entre .05 y < .001). Las diferencias se mantuvieron cuando se realizó un análisis diferenciado por sexo, excepto para las niñas en errores (p > .05). Los resultados sugieren que la realización de un programa de actividad física de alta intensidad, con 16 sesiones de 40-50 minutos de duración/sesión, basado en ejercicios de fuerza-resistencia muscular y desafíos cooperativos podría tener efectos positivos sobre la atención tanto en niños como en niñas de 9-10 años de edad.Abstract. Attention has been revealed as a control mechanism that plays a fundamental role in the hierarchical organization of processes that are not only neurocognitive but also motivational and emotional. Recent scientific evidence supporting the existence of a direct relationship between physical exercise and attention demands the need to define the premises for the design of interventions with the aim of examining which type of physical activity can more effectively influence preadolescent cognitive evolution underlying physical exercise. The objective was to analyze the effect of a high intensity physical activity program on attention. A quasi-experimental intra-subject study was designed. 24 boys and 20 girls aged 9-10 years old from Spain participated in the study. Attention was evaluated through the “Face Test”. Non-parametric statistics were applied for the data analysis (Wilcoxon test). Effects were observed on the variables of successes, errors, omissions, inhibitory control, and attentional efficacy (p between < .05 and <.001). The differences were maintained when a differentiated analysis was performed by sex, except for girls in errors (p > .05). The results suggest that the realization of a program of physical activity of high intensity, with 16 sessions of 40-50 minutes per session, based on muscular strength-endurance exercises and cooperative challenges, could have positive effects on attention in both boys as girls of 9-10 years of age.

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A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

American Journal of Health Promotion ◽

10.1177/08901171211013281 ◽

2021 ◽

pp. 089011712110132

Author(s):

Ann Pulling Kuhn ◽

Peter Stoepker ◽

Brian Dauenhauer ◽

Russell L. Carson

Keyword(s):

Physical Activity ◽

Physical Education ◽

Health Outcomes ◽

Academic Outcomes ◽

English Language ◽

Comprehensive School ◽

Physical Activity Program ◽

School Level ◽

Future Research ◽

Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

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Physical activity and stress coping in the elderly

Einstein (São Paulo) ◽

10.1590/s1679-45082010ao1549 ◽

2010 ◽

Vol 8 (4) ◽

pp. 419-422 ◽

Cited By ~ 1

Author(s):

Fernando de Andréa ◽

Fernanda Varkala Lanuez ◽

Adriana Nunes Machado ◽

Wilson Jacob Filho

Keyword(s):

Physical Activity ◽

Exercise Program ◽

The Elderly ◽

Physical Activity Program ◽

Daily Activities ◽

Stress Coping ◽

Coping Capacity ◽

Positive Effects ◽

Supervised Exercise ◽

Activity Program

ABSTRACT Objective: To analyze the value of a physical activity program on stress coping of the elderly. Methods: Intervention study with a group of 18 elderly people referred by the Geriatric Service of the Hospital das Clinicas of the Universidade de Sao Paulo, who attended a supervised exercise program, evaluated by the human activity profile and the coping questionnaire. Results: In the coping and functional performance scales, increased stress coping capacity and improvement of daily activities were found after exposure to a physical activity program. Conclusions: The practice of supervised and regular physical activity, combining aerobic, resistance, stretching, and respiratory exercises, yields positive effects in the coping capacity and in the accomplishment of the daily activities.

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The Effect of Peer-Mediated Adaptive Physical Activity Program on Problem Behaviors of Mentally Handicapped Students

Journal of Education and Learning ◽

10.5539/jel.v9n3p163 ◽

2020 ◽

Vol 9 (3) ◽

pp. 163

Author(s):

Oğuz Kaan Esentürk ◽

Nuri Berk Güngör

Keyword(s):

Physical Activity ◽

Data Collection ◽

Problem Behaviors ◽

Quantitative Data ◽

Qualitative Data ◽

Physical Activity Program ◽

Data Collection Tool ◽

Mentally Handicapped ◽

Positive Effects ◽

Activity Program

The aim of this study was to investigate the effect of peer-mediated adaptive physical activity program on problem behaviors of mentally handicapped students. Eight mentally handicapped students and eight peer students with normal development participated in this study, which was designed according to a sequential descriptive design. In the research, peer education program was applied to the peer students in line with the skills expected to be exhibited during the practices. In the study, Problem Behavior Sub-Scale (PBS), which is one of the subscales of Social Skills Rating System (SSRS) developed by Gresham and Elliot (1990) and Turkish adaptation by Sucuoglu and Ozokcu (2005) was used as a quantitative data collection tool. As a qualitative data collection tool, semi-structured interview form was used. The Friedman test was used to analyze the quantitative data, and Wilcoxon Signs test was used to determine the source of the difference. Significance value was determined as 0.05. In the analysis of qualitative data, content analysis was applied. The quantitative findings of the study showed that the peer-mediated APA program was effective on the problem behaviors of mentally handicapped students and that the skills acquired as a result of the practice were maintained by the children three weeks after the completion of the practices. In the qualitative findings, the teachers stated that after the peer-mediated APA program, there were positive developments in the ability of mentally handicapped students to experience push-pull, touch discomfort, fear, trust, power control with their peers and to act in accordance with the instructions. The obtained qualitative and quantitative findings showed that peer mediated APA program had positive effects on the problem behaviors of mentally handicapped students.

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Investigating the Impact of Virtual Reality and Gamification on Improving Physical Activities in School

10.21203/rs.3.rs-47976/v1 ◽

2020 ◽

Author(s):

Reza Roshanpour ◽

Mohammad Hazegh Nikroo

Keyword(s):

Physical Activity ◽

Virtual Reality ◽

Elementary Students ◽

Physical Activity Program ◽

Physical Competence ◽

Critical Areas ◽

Activity Program ◽

Physical Activity Environments ◽

Diverse Groups ◽

The Impact

Abstract Background: The rise of obesity creates a critical health problem in childhood which can establish obesity in adulthood. It is significant in the first years of life to participate in physical activity program. In other words, children have to perform physical activity for preventing obesity and toward reducing obesity in adulthood. In this regard, it seems to be important in elementary schools. In this regard, interventions were used to perform physical activity. We have utilized virtual reality and gamification as an intervention to increase motivation for exerting physical activity in elementary school. In reality, three critical areas have been identified to enhance quality physical education program include Promoting intrinsic motivation, enhancing perceived physical competence, and creating a mastery-oriented physical-activity environment.Methods: Mixed quantitative and qualitative study to specify the effects of integration gamification and virtual reality in the physical activity program was used. Analyses were conducted using IBM Statistics SPSS 25.0 software. Also, we used independent-samples T-test to compare results.Results: Total of 25 elementary students participated in our study. This study performed about combination of gamification and virtual reality games. we divided all the students into diverse groups. Results indicated the use of virtual reality and gamification could enhance motivation in children to perform physical activity in school.Conclusion: Virtual reality technology and gamification on physical activity environments had a positive effect on the motivation of elementary students. virtual reality and gamification on motivation leads students to achieve higher levels of engagement in performing physical activity.

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Effect of the physical activity program on the treatment of resistant hypertension in primary care

Primary Health Care Research & Development ◽

10.1017/s1463423618000154 ◽

2018 ◽

Vol 19 (6) ◽

pp. 575-583 ◽

Cited By ~ 4

Author(s):

Piotr J. Kruk ◽

Michał Nowicki

Keyword(s):

Physical Activity ◽

Blood Pressure ◽

Primary Care ◽

Resistant Hypertension ◽

Lifestyle Modification ◽

Heart Association ◽

Pressure Control ◽

Physical Activity Program ◽

Activity Program ◽

The Impact

AbstractBackgroundRegular physical activity is widely recommended for patients with arterial hypertension as an essential component of lifestyle modification. Much less is known about the impact of physical exercise on the management of treatment of resistant hypertension (RH). The aim was to assess the effect of physical activity program intensified by mobile phone text reminders on blood pressure control in subjects with RH managed in the primary care.MethodsIn total, 53 patients with primary hypertension were qualified, including 27 who met the criteria for RH and 26 with well-controlled hypertension (WCH). Ambulatory 24-h blood pressure was monitored and body composition evaluated with bioimpedance and habitual physical activity profile was determined continuously over 72 h with accelerometer. All measurements were performed at baseline and after three and six months. The patients were asked to modify their lifestyle according to American Heart Association Guidelines that included regular aerobic physical activity tailored to individual needs.FindingsPhysical activity in RH increased significantly after six months compared with control subjects (P=0.001). Office systolic blood pressure (SBP) and diastolic blood pressure (DBP) in the RH group decreased significantly after three months but after six months only office DBP remained significantly lower. After three months 24-h SBP decreased by 3.1±11 mmHg (P=0.08) and DBP by 2.0±6 mmHg (P=0.17) in RH, whereas in WCH respective changes were +1.2±10 and −0.3±6 mmHg. After six months 24-h BP changes were similar.ConclusionIndividualized structured physical activity program increases physical activity in the treatment of resistant hypertensives in primary care but the effect on 24-h blood pressure is only transient.

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The Impact of a Physical Activity Program in Persons with SCI

Archives of Physical Medicine and Rehabilitation ◽

10.1016/j.apmr.2016.08.221 ◽

2016 ◽

Vol 97 (10) ◽

pp. e72-e73

Author(s):

Ryan McGrath ◽

Denise Tate ◽

Martin Forchheimer ◽

Claire Kalpakjian ◽

Mark Peterson

Keyword(s):

Physical Activity ◽

Physical Activity Program ◽

Activity Program ◽

The Impact

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The Use of an Online Tennis Learning Platform for Sedentary Adults

GYMNASIUM ◽

10.29081/gsjesh.2020.21.2.07 ◽

2020 ◽

Vol XXI (2) ◽

pp. 101

Author(s):

Radu Tiberiu Șerban ◽

Iacob Hanțiu

Keyword(s):

Physical Activity ◽

Leisure Time ◽

Intervention Program ◽

Leisure Time Physical Activity ◽

Physical Activity Program ◽

Recreational Physical Activity ◽

Learning Platform ◽

Activity Program ◽

The Impact ◽

Web Platform

The purpose of this research was to analyse the impact of a web platform as a result of its use to support a leisure-time physical activity program based on the organized practice oftennis. The hypothesis of this research is based on the assumption that the use of a web platform for a recreational physical activity program, in particular a tennis one, will havebeneficial effects on the effectiveness of learning the game technique. The research was carried out on a sample of 47 volunteer subjects, all of them working in a sedentaryenvironment. The subjects of the study were divided into 3 groups, the intervention program consisted of 90-minute tennis training sessions, twice a week, for 4 months. Thestatistical analysis of the data was accomplished by using the IBM SPSS Statistics 20 program. At the end of the study, could be observed in total technical score, staticforehand, dynamic forehand, static backhand, dynamic backhand and serve score.

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Investigating the Impact of Virtual Reality and Gamification on Improving Physical Activities in Children

10.21203/rs.3.rs-38390/v1 ◽

2020 ◽

Author(s):

reza roshanpour ◽

Mohammad Hazegh Nikroo

Keyword(s):

Physical Activity ◽

Virtual Reality ◽

Physical Activity Program ◽

Physical Competence ◽

Virtual Reality Technology ◽

Critical Areas ◽

Activity Program ◽

Physical Activity Environments ◽

The Impact ◽

Positive Effect

Abstract Background:The rise of obesity creates a critical health problem in childhood which can establish obesity in adulthood. It is significant in the first years of life to participate in physical activity program. In other words, children have to perform physical activity for preventing obesity and toward reducing obesity in adulthood. In this regard, it seems to be important in elementary schools. In this regard, interventions were used to perform physical activity. We have utilized virtual reality and gamification as an intervention to increase motivation for exerting physical activity in elementary school. In reality, three critical areas have been identified to enhance quality physical education program include Promoting intrinsic motivation, enhancing perceived physical competence, and creating a mastery-oriented physical-activity environment.Methods:Mixed quantitative and qualitative study to specify the effects of integration gamification and virtual reality in the physical activity program was used. Analyses were conducted using IBM Statistics SPSS 25.0 software. Also, we used independent-samples T-test to compare results.Results: Total of 25 elementary students participated in our study.This study performed about combination of gamification and virtual reality games. we divided all the students into diverse groups.Results indicated the use of virtual reality and gamification could enhance motivation in children to perform physical activity in school.Conclusion:Virtual reality technology and gamification on physical activity environments had a positive effect on the motivation of elementary students.virtual reality and gamification on motivation leads students to achieve higher levels of engagement in performing physical activity.

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