Departamento de Pedagogía
URI permanente para esta comunidadhttps://hdl.handle.net/10953/47
En esta Comunidad se recogen los documentos generados por el Departamento de Pedagogía y que cumplen los requisitos de Copyright para su difusión en acceso abierto.
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Examinando Departamento de Pedagogía por Materia "Acute Effects"
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Ítem Acute Aerobic Exercise Enhances Students’ Creativity.(Taylor & Francis, 2018-09) Latorre-Román, Pedro Ángel; Pantoja-Vallejo, Antonio; Berrios-Aguayo, BeatrizThe purpose of this study was to evaluate the effectiveness of an aerobics games class on creativity in children during the school day. Participants were 96 students (age = 9.84 ± 1.12 years), 48 girls and 48 boys. The students were randomly assigned to the experimental group (EG, n = 48) or the control group (CG, n = 48). The Prueba de Imaginación Creativa-Niños (PIC-N) test was employed to assess narrative and graphic creativity. The EG took part in an aerobic games session lasting 45 min; the CG did not take part in a physical education class on that school day. As for group × time interaction, the EG experienced significant improvements in all creativity variables except in graphic originality, graphic titles, and graphic details. The CG did not improve any creativity variables. The findings suggest that acute aerobic exercise can enhance students’ creativity, which could be important for academic achievement.Ítem Acute effect of two different physical education classes on memory in children school-age(Elservier, 2019) Berrios-Aguayo, Beatriz; Pantoja-Vallejo, Antonio; Latorre-Román, Pedro ÁngelThe purpose of this study was to evaluate the effectiveness of an aerobic game vs. team game class on memory in children. A total of 236 children aged 8–12 years participated in this study. The students were randomly assigned to two experimental groups (EGs): team game group (EG1), n = 79; aerobic exercise group (EG2), n = 79; and control group (CG) n = 78 (CG did not perform any kind of physical education). The Rey Auditory Verbal Learning test was employed to analyse memory. In the pre-test condition, there were no significant differences in any memory variables. In post-test conditions (20 min after of the physical exercise), the EGs displayed higher scores than the CG in deferred memory and recognition, moreover, the EG1 displayed higher scores than the CG in Trial 5 (p = .002), trials summation (p = .003), and learning curve (p = .043). There were no significant differences between EGs in both pretest and posttest conditions. For the group x time interaction (within-group), the EGs showed significant improvements in all memory variables except in the learning curve. In the EGs, the effect size (group x time) in the most of the memory variables was medium and in the CG it was low.