Actividad física y rendimiento académico

Interesante ponencia del catedrático Onofre Contreras en el I Congreso de Educación Física, Neuromotricidad y Aprendizaje.

Durante su exposición, nos habló de la relación entre la actividad física (de cualquier tipo) y el rendimiento académico.
Para obtener datos, el equipo de la UCLM, realizó un meta análisis de estudios ya realizados donde hubiera una clara relación entre actividad física y rendimiento académico. Obtuvieron de este modo 31 estudios, con 13 países involucrados y una muestra de más de 40000 alumnos.
Analizaron los datos en función de la intensidad, duración y frecuencia del ejercicio. Las conclusiones fueron claras...

El ejercicio físico de moderado (caminar a paso rápido; bailar; jardinería; tareas domésticas; caza y recolección tradicionales; participación activa en juegos y deportes con niños y paseos con animales domésticos; trabajos de construcción generales p. ej., hacer tejados, pintar, etc.; desplazamiento de cargas moderadas (< 20 kg)) a vigoroso (correr; ascender a paso rápido o trepar por una ladera; desplazamientos rápidos en bicicleta; aerobic; natación rápida; deportes y juegos competitivos, p. ej., juegos tradicionales, fútbol, voleibol, hockey, baloncesto; trabajo intenso con pala o excavación de zanjas; desplazamiento de cargas pesadas (> 20 kg)) tiene efectos positivos y significativos en el rendimiento académico. Además, parece ser que es mejor realizarlo antes que el resto de materias (ya que mejora la atención y concentración).

Aún así, quedan por realizar más estudios concretos (intensidad, duración, frecuencia, ejercicio coordinativo o no, etc.) para consolidar lo que ya es evidente: no hay ninguna evidencia científica que justifique una reducción de las horas de EF en el currículo escolar; más horas de EF no sólo no perjudica sino que mejora el rendimiento académico.

El catedrático Onofre Contreras nos demuestra que la Educación Física no es un impedimento para el resto de materias. #EFNA17 pic.twitter.com/URP6m4DOw2

— Educación CNIIE (@educaCNIIE) 13 de diciembre de 2017

Can Physical Education improve the academic performance of our students?

Yes, it can. That's short... but let's dig a little deeper into the answer.

As demonstrated by the latest scientific research in neuroscience, (link, link, link, link) physical activity, and with it the level of improvement of physical condition, is not only a factor in the prevention of vascular diseases or mental disorders, but also contributes to the improvement of learning.

How can we enhance physical activity in the school environment?

The entire educational community must be coordinated in order to work in a correct way. They have to foster active breaks, encourage active transport to school (walking, riding a bicycle ...), incorporate other physical activities of moderate or high intensity... but we must not forget that the main promoters of all this actions are us, the PE Teachers.

If we take it into account, we will be able to see that everybody (politicians, doctors, teachers...) has to study Primary Education. We are the key, we have the obligation to transmit to the rest of the world the importance that physical education has.

The importance of Physical Education

Good for the heart, good for the brain

Exercise has a positive impact on our physical, emotional, but also cognitive health. The benefits of physical activity on the brains of elderly people have been demonstrated for some years now. And in recent times, there have also been investigations that show its importance on the brains of children and adolescents. Besides being a great resource to combat the dreaded chronic stress or improve well-being, exercise can benefit the functioning of executive functions that have a direct impact on the academic and personal development of students.

Neuroplasticity: phenomenon by which the brain is modified throughout life in response to environmental conditions. Daily routines can cause the brain to develop and generate not only more refined motor responses, but also favor mental processes such as memory and learning processes. This is because the exercise causes the development of a molecule called BDNF (Brain Derived Neurotrophic Factor) that improves neuronal connections (GÓMEZ-PINILLA, F. and col. Voluntary exercise induces BDNF mediated mechanism that promotes neuroplasticity J. Neurophysiol (2002); 88 (5): 2187-95), in addition to increasing the level of neurotransmitters essential for good learning, such as dopamine (motivation), serotonin (mood) or noradrenaline (attention), for example.

If the exercise is abandoned, the production of BDNF goes down, but the brain stores what we might call a cognitive reserve that will be put into operation if physical activity is again carried out, thus recovering the capacity for adaptation by the neuroplasticity that our brain recovers through the brain. increase in BDNF.

We could point out that the exercise is the payment that will facilitate other learning in linguistic skills, mathematics ... obviously, if you put effort and enough effort into it. (ESTEBAN-CORNEJO, IRENE et al Independent and combined influence of the components of physical fitness on academic youth J.Pediatr. (2014 Aug); 165 (2): 306-3012).

Children or adolescents who practice sports and have a better cardiovascular capacity, have a greater hippocampus and, as a consequence, perform better in tasks that require explicit memory (Chaddock et al., 2010, see figure 4).

Figure 4

And those students who perform academic tests related to reading comprehension, spelling or arithmetic after a moderate 20-minute aerobic activity (walking or running on tape, for example), obtain better results than those who have been in a passive situation in that time interval (Hillman et al., 2009). Even, simple stoppages of 4 minutes in the daily academic activity of children in primary education to perform a series of rapid movements are sufficient to optimize the necessary attention required by the subsequent task and improve performance in it (Ma et al., 2015 see figure 5). This will be very useful for all students, in general, but especially for those with ADHD, who have greater difficulties in focusing attention for extended periods of time. The symptoms that characterize these children with ADHD seem to be reduced when they can move and play in natural environments. And it has also proven useful to combine physical exercise with greater mental activity as occurs, for example, in the case of martial arts. A three-month taekwondo program improved the processes of self-regulation that enabled improvements, both behavioral and academic, in the children who participated in them (Lakes and Hoyt, 2004).

Figure 5

The educational implications of these investigations suggest the need to devote more time to physical education and not to relegate it to the last hours of the school day, as is traditionally done. This has been proven in practice, for example, when physical exercise programs have been applied before the start of the school day in which children walk or run for 15-20 minutes, improve their behavior, their concentration during tasks and their willingness to learn in the later hours (Stylianou et al., 2016). The latest recommendations on the adequate time to optimize the health and academic performance of the students are the following: 150 minutes per week in primary school and 225, at least, in secondary school (Castelli et al., 2015).

Along with the necessary role of physical education, it is also essential to teach students the importance of sleep and nutrition over learning, both in the short and long term.