INFLUENCIA DE LA ACTIVIDAD FÍSICA SEMANAL EN EL APRENDIZAJE ESCOLAR Y LA PROCRASTINACIÓN EN JOVENES DE 12 A 16 AÑOS
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2024-10-07
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Jaén: Universidad de Jaén
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(ES)El objetivo del presente estudio fue conocer el efecto de un programa de actividad física en el Aprendizaje
escolar y la Procrastinación académica en jóvenes de 12 a 16 años. Se diseñó un estudio cuantitativo
longitudinal con 140 estudiantes de dos centros educativos en Andalucía, divididos aleatoriamente en un
grupo experimental y uno de control. El grupo experimental realizó al menos 1 hora diaria de actividad
física moderada a vigorosa durante 5 días a la semana, mientras que el grupo de control mantuvo sus
hábitos. Se midieron las variables de aprendizaje escolar y procrastinación académica usando
cuestionarios antes y después de una intervención de 12 semanas. Los análisis mostraron una disminución
significativa en la procrastinación académica en el grupo experimental en comparación con el grupo de
control, con diferencias más marcadas en las chicas. Sin embargo, no se observaron cambios significativos
en el aprendizaje escolar en ninguno de los grupos.
(EN)The aim of the present study was to determine the effect of a physical activity program on school learning and academic procrastination in young people aged 12 to 16 years. A longitudinal quantitative study was designed with 140 students from two schools in Andalusia, randomly divided into an experimental group and a control group. The experimental group performed at least 1 hour of moderate to vigorous physical activity daily for 5 days a week, while the control group maintained their habits. The variables of school learning and academic procrastination were measured using questionnaires before and after a 12-week intervention. The analyses showed a significant decrease in academic procrastination in the experimental group compared to the control group, with more marked differences in girls. However, no significant changes were observed in school learning in either group.
(EN)The aim of the present study was to determine the effect of a physical activity program on school learning and academic procrastination in young people aged 12 to 16 years. A longitudinal quantitative study was designed with 140 students from two schools in Andalusia, randomly divided into an experimental group and a control group. The experimental group performed at least 1 hour of moderate to vigorous physical activity daily for 5 days a week, while the control group maintained their habits. The variables of school learning and academic procrastination were measured using questionnaires before and after a 12-week intervention. The analyses showed a significant decrease in academic procrastination in the experimental group compared to the control group, with more marked differences in girls. However, no significant changes were observed in school learning in either group.