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ACTIVIDAD FÍSICA Y DESARROLLO COGNITIVO EN LOS
ESTUDIANTES DE BACHILLERATO
Resumen
El trabajo de investigación tiene como propósito establecer la importancia de la actividad
física para mejorar el desarrollo cognitivo en la asignatura de Educación Física con los
estudiantes de segundo de bachillerato, estuvo orientado en la utilización de una metodología
de enseñanza activa. La investigación tuvo un enfoque cuantitativo, de tipo cuasi
experimental, de alcance descriptivo y correlacional, tuvo como meta realizar comparaciones
estadísticas de la relación de las variables de estudio entre los grupos de control y
experimental; la intervención fue llevada a cabo con el grupo de estudio o experimental
conformado por 54 estudiantes que integran los paralelos A y B correspondientes a segundo
de bachillerato; la técnica utilizada fue la encuesta y el cuestionario fue su instrumento,
integrado por un total de 25 preguntas dividido en dos secciones; al realizar las
comparaciones la mediana aritmética del grupo experimental en el postest alcanzó 7,76 y en
el grupo control 5,87; lo que significa, que luego de aplicar 3 talleres y 8 actividades físicas,
luego de 8 semanas de intervención únicamente con los estudiantes del grupo experimental,
la aplicación de la propuesta dio excelentes resultados y logró un cumplimiento de cabal del
objetivo de la investigación; para comprobar este resultado, finalmente fue aplicada una
encuesta de satisfacción a los estudiantes del grupo experimental, dicho de otro modo, tuvo
un impacto positivo en el desarrollo cognitivo los estudiantes.
Palabras clave: actividad física, desarrollo cognitivo, educación física.
PHYSICAL ACTIVITY AND COGNITIVE DEVELOPMENT IN
HIGH SCHOOL STUDENTS
Abstract
The purpose of the research work is to establish the importance of physical activity to
improve cognitive development in the subject of Physical Education with second-year high
school students, it was oriented towards the use of an active teaching methodology. The
research had a quantitative approach, of a quasi-experimental type, with a descriptive and
correlational scope, with the goal of making statistical comparisons of the relationship of the
study variables between the control and experimental groups; The intervention was carried
out with the study or experimental group made up of 54 students who make up parallels A
and B corresponding to the second year of high school; the technique used was the survey
and the questionnaire was its instrument, made up of a total of 25 questions divided into two
sections; When making the comparisons, the arithmetic median of the experimental group
in the post-test reached 7.76 and in the control group 5.87; which means that after applying
3 workshops and 8 physical activities, after 8 weeks of intervention only with the students of
the experimental group, the application of the proposal gave excellent results and achieved
full compliance with the research objective; To verify this result, a satisfaction survey was
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finally applied to the students of the experimental group, in other words, it had a positive
impact on the cognitive development of the students.
Key words: physical activity, cognitive development, physical education.
ATIVIDADE FÍSICA E DESENVOLVIMENTO COGNITIVO EM
ALUNOS DO ENSINO MÉDIO
Resumo
O objetivo do trabalho de pesquisa é estabelecer a importância da atividade física para
melhorar o desenvolvimento cognitivo na disciplina de Educação Física com alunos do
segundo ano do ensino médio, foi orientado para o uso de uma metodologia de ensino ativa.
A investigação teve uma abordagem quantitativa, de tipo quase-experimental, de âmbito
descritivo e correlacional, teve como objetivo fazer comparações estatísticas da relação das
variáveis de estudo entre os grupos de controlo e experimental; A intervenção foi realizada
com o grupo de estudo ou experimental formado por 54 alunos que compõem os paralelos
A e B correspondentes ao segundo ano do ensino médio; a técnica utilizada foi a enquete e
o questionário como instrumento, composto por um total de 25 questões divididas em duas
seções; ao fazer as comparações, a mediana aritmética do grupo experimental no pós-teste
atingiu 7,76 e do grupo controle 5,87; ou seja, após a aplicação de 3 oficinas e 8 atividades
físicas, após 8 semanas de intervenção apenas com os alunos do grupo experimental, a
aplicação da proposta deu excelentes resultados e atendeu plenamente ao objetivo da
pesquisa; Para verificar esse resultado, por fim, foi aplicada uma pesquisa de satisfação aos
alunos do grupo experimental, ou seja, teve um impacto positivo no desenvolvimento
cognitivo dos alunos.
Palavras-chave: atividade física, desenvolvimento cognitivo, educação física.
Introduction
In physical education classes, physical activity is an ideal space to promote good
practices conducive to improving the physical and mental health of children and youth, this
research aims to understand its various benefits for students. Two experiences of physical
activity and cognitive development that have been studied over the last five years are
presented below.
Physical activity according to Sanchez (et al. 2019) has been successfully used to
prevent and treat obesity, hypertension, and other chronic diseases. Similarly, a sedentary
lifestyle is associated with morbidity and mortality, including hypertension, diabetes, and
coronary heart disease at a very young age. Research on the benefits of childhood physical
activity has increased significantly in recent years and, although there are risks associated with
exercise, all scientific reviews, guidelines, and organizations agree that the benefits far
outweigh the risks.
Therefore, the current generation lives with the power of technology and is immersed
in a sedentary lifestyle without physical effort, so it should be assumed that physical activity
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and exercise, applied in a reasonable and controlled manner, promote health, success and
interest in school attendance.
For his part, Quílez (2020) considers that physical activity is currently very valuable
for people, and several studies have confirmed the effects of physical activity in improving
the physical condition and school performance of young people, since it is an important part
of the overall biopsychosocial development of young people. It is also a widely accepted idea
that exercise improves the overall quality of life, by improving their health they have a
versatile education that will also serve them in the future. Regular exercise makes the student
to relieve stress and get better benefits in teaching and learning.
Nowadays it is of great value that an individual engages in physical activity, several
studies have proven the effects of exercise in young people in improving their physical
condition and school performance, this is a vital part in terms of the biopsychosocial
development of the student in adolescent stage. Similarly, the idea that exercise increases the
quality of life is widely accepted, improves your health, provides a comprehensive education
that will serve you in the future. Exercise frequently practiced makes the student to release
their stress, get a better benefit in teaching and learning.
In this vein, Rodriguez (et al. 2020) argue that numerous observational studies and a
small number of experimental studies show that regular physical activity is valuable in
providing health benefits for children and adolescents. Recent large-scale epidemiological
studies using valid measures of physical activity have shown stronger associations that have
helped to clarify the dose-response relationship between physical activity and certain health
outcomes that go beyond improving academic performance and classroom performance.
All the benefits of an active life are especially significant after puberty. It is no secret
that physical activity is a great benefit for people. According to Bastis (2019) it improves their
physical condition and helps to maintain a more positive attitude to life. This has a positive
effect on academic performance. Thus, people are in an excellent physical and mental attitude
to perform a lot of academic work. For this reason, it is recommended that students engage
in physical exercise or practice a specific sport. Exercising a healthy physical activity will give
you a better inclination and make you feel more relaxed and confident in your abilities.
The problematic situation of educational institutions at the national level arises from
the fact that educational programs with complementary content related to cognitive
development through the field of Physical Culture are not presented. According to Romero
(2016) it is important to mention that teachers and professionals from other academic fields
indicate that the development of cognitive and physical skills occurs throughout the year,
which is not recorded in the planning and its approach in the educational field is limited.
Regarding obesity, according to Fernández (et al. 2017) it is predicted that in 2025
there will be more than 700 million obese people in the world. It has been estimated that
obese people incur 25% more healthcare costs than a person without this pathology. As for
cognitive development, it is directed to the level of knowledge demonstrated by the field or
subject compared to age level and academic level. More time spent on types of exercise does
not negatively affect the academic performance of high school students; participation in a
functional exercise program, had significant positive effects on academic performance,
another study by Berdegué (2019) found that aerobic exercise is positively associated with
cognitive function in young people.
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A related affective and evaluative component is self-esteem, which is the degree of
personal satisfaction of an individual. Self-esteem would be limited by how a person views
himself or herself, and how he or she values and appreciates what he or she perceives. In this
case, the research focuses on the role of physical activity in students and how it helps develop
children's cognitive abilities in their academic training process. For Vergara (2019) exercise
is often associated with health benefits, but there is evidence that exercise improves cognitive
functioning through healthy exercise habits, study spaces and rest, therefore, in academic
performance. It also improves the well-being of people with mental health problems such as
stress, depression, or anxiety.
Physical activity also helps socially, to develop self-esteem and self-image, especially
for students who are still developing. Another reason that prevents young people from
exercising is lack of time and motivation, because adults do not receive the guidance, they
need to choose a sport, because they are prone to feel embarrassment, incompetence or
simply do not know what benefits this brings to their integrated development and better
quality of life.
Also, it is important to note that exercise is historically and widely recognized as one
of the most effective ways to lead people to a better quality of life, so it is understood as one
of the basic rights of all people. The opposite of physical activity is increased inactivity or a
sedentary lifestyle. Moreover, the mere absence of disease, state of health or good health
gives all individuals the opportunity to enjoy life and face daily challenges. In contrast, poor
health is associated with an increased likelihood of illness, serious complications and,
ultimately, premature death.
In Ecuador all educational institutions have within their curriculum the subject of
physical education which is mandatory from kindergarten to high school, however, there are
no adequate teaching materials for the comprehensive development of this subject, nor do
we have the ideal space to develop practical classes and sports, Finally, there is a lack of
trained and qualified teaching staff to carry out the activity in question, in many educational
institutions in the country, it is the grade teachers who carry out the physical activity of
students, with a very good will but lacking the technical and tactical knowledge to encourage
young people in the cognitive development from physical education. Unfortunately, what
many grade teachers do with students during physical education hours is to play soccer or
make them run, without the respective calisthenics or developing the minimum knowledge
for young people to understand that physical development contributes to academic
performance in their integral formation.
Methodology
This study has a quantitative approach, its results are numerically measurable, and the
implementation of the proposal seeks to confirm the hypothesis that: physical activity affects
cognitive development in high school students of the Aníbal Salgado Ruiz Educational Unit.
Quantitative studies provide an explanation for social reality, are based on the precision of
their measurements to generalize the results to populations or broader contexts, are based
on sequential order, and consider data collection as essential. This study has a determined
scope of correlation between two or more concepts such as physical activity as such,
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cognitive development, health, diet, rest, which are categories or variables in the sample or
determined context (HERNÁNDEZ, et al. 2014).
The investigation followed the development of three stages, at first a diagnostic
evaluation was carried out, to verify the existence of the problem that was the subject of the
study, then the intervention was carried out, with the development of actions tending to
overcome the problems found in the diagnosis. and finally, a post test evaluation, to verify
the changes produced in the intervention. So, the three stages executed were diagnosis,
intervention, and results, in which the respective analyzes proceeded.
The universe is made up of 1100 students throughout the educational institution, of
which the population is 117 students who are in the second year of the unified general
baccalaureate made up of men and women between 15-17 years of age, who have a well-
formed criterion and are able to answer a questionnaire. A statistical formula was applied to
this population to extract the respective sample, so that the data collection work was a little
easier in each classroom of the educational institution.
The calculation of the sample was carried out with the purpose of having a more
manageable number of students, which led to the obtaining of significant results and more
representative. According to the result obtained from the previous calculation, the student
sample is made up of 90 students from the A, B and C parallel second baccalaureate of the
Aníbal Salgado Ruiz Educational Unit, which correspond to the level at which the researcher
normally intervenes as a teacher.
The sample of 90 students is representative, made up of 26 students from parallel A,
28 students from parallel B who constitute the experimental group and 36 students from
parallel C as a control group, it is adequately adapted to the research needs, since they use to
analyze the problem in order to understand the needs that they take into account to develop
a normal development in the performance of daily activities.
The collection of information used the survey as a technique, at the same time, the
structured questionnaire was the instrument, because it brings together several standardized
procedures to generate a series of data from the sample established to detail its specifications.
This technique meets essential requirements for analysis such as: reliability by collecting data
with coherence and consistency, validity by providing the accuracy of the measurement of
the variables, and finally objectivity by revealing the reality of the research phenomena.
The observation instrument on cognitive development was applied with security
measures and with the express permission of the institution and its authorities. This way of
participating makes it possible to observe the participants in a systematic way, in this sense,
the researcher focused his attention on the situations in ten essential items. The technique
allowed observing aspects such as: visual perception, selective observation, fluidity of ideas,
formulation of criteria, as well as objective attitudes and behaviors. The observation form
was printed one by each student directly to record a personal assessment and then tabulate
it.
The intervention proposal was carried out with the students called the experimental
group, where the first step was to develop a didactic guide with several activities and
workshops with various topics that integrate the analysis variables, where the steps to carry
out the activities, socialize each lesson, explain pre-lesson tasks, and perform the physical
exercises.
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The implementation of the work proposal was carried out in four stages: a diagnostic
evaluation or pre-test, the execution of the intervention for eight weeks, a post-test
evaluation with the comparison with the cognitive development and a satisfaction evaluation
to identify the degree of acceptance of the teaching-learning method in the subject of
Physical Education and a combination of educational resources and digital tools that
facilitated learning in pandemic and post-pandemic scenarios.
Results
Once the preliminary evaluation is applied, the data is obtained to determine the
values corresponding to the pretest of the three parallels that make up the observation units
within the investigation to 90 second-year high school students, from this qualification the
control group made up of 36 students from parallel C and the experimental group with 26
students belonging to parallel A and 28 students from parallel B.
Evaluation of cognitive development in pretest of the control group
Font: Authors, SPSS program.
The scores achieved in the control group during the physical activity pretest, in which
high school students from parallel C, 25% completely disagree with 9 students on scale 1,
14% disagree with 5 students on the scale 2, while 28% neither disagree nor agree with 10
students on scale 3, only 14% with 5 students agree on scale 4 and 19% with 7 students
completely agree on scale 5. Which means that most students disagree with their current
frequent practice of physical activities.
For his part, Quílez (2020) considers that, currently, physical activity is of great value
for people and various studies have confirmed the effects of physical activity in adolescents
to improve physical fitness and school performance, since it is a vital part of a young person's
overall biopsychosocial development.
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Evaluation of physical activity to pretest students of the experimental group
Font: Authors, SPSS program
The score obtained in the experimental group during the pre-test evaluation, where
the students of parallels A and B obtain data that mostly tend to total disagreement,
compared to a small group to agree, which corresponds to high school, the 20% completely
disagree with 11 students on scale 1, 39% disagree with 21 students on scale 2, while 13%
neither disagree nor agree with 7 students on scale 3, only 19% with 10 students agree on
scale 4 and 9% with 5 students fully agree on scale 5.
For this reason, Rodríguez (et al. 2020), state that numerous observational studies and
a small number of experimental studies show that regular physical activity is valuable in
providing health benefits for children and adolescents. Recent large-scale epidemiological
studies using measures.
Valid studies of physical activity have shown stronger associations that have helped
clarify the dose-response relationship between physical activity and certain health effects that
go beyond academic performance in terms of increased classroom performance.
Evaluation of cognitive development to pretest students in the control group.
Font: Authors, SPSS program
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The scores achieved in the control group during the physical activity pretest, in which
high school students from parallel C, 11% achieve an assessment of acquired with 4 students
on scale 1, 14% in process with 5 students on scale 2, while 75% started with 27 students on
scale 3. Which means that most students are started with their current level of cognitive
development.
Evaluation of cognitive development to pretest students in the experimental group.
Font: Authors, SPSS program
The score obtained in the experimental group during the pretest evaluation, where
the students of parallels A and B obtain data that tends mostly to the total initiate, compared
to a small group in acquired, which corresponds to high school, 17% in acquired with 9
students on scale 1, 19% in process with 10 students on scale 2, while 75% started with 35
students on scale 3. This means that most students admit that they are in disagreement with
the frequent physical activities nowadays.
Likewise, Yáñez (et al. 2016), consider that physical activity not only seems to be
associated with better physical health, but also confirms the impact of an active lifestyle on
people's mental and emotional well-being. Considering the many health benefits, children
and adolescents get at least 60 minutes of moderate to vigorous physical activity a day, at
least 5 days a week and preferably every day. A sedentary lifestyle causes about 5.3 million
deaths per year, which is even more than tobacco-related deaths, which are about 5.1 million
deaths per year.
In the second phase of the proposal, an educational intervention began that was
socialized to the second-year high school students to work for eight consecutive weeks and
was explained during the implementation of the proposal by enabling a team of WhatsApp
to address various concerns about the implementation of training activities on issues
concerning the study variables. It is important to mention that it was explained to the
students how to distribute the work schedule for the implementation of physical activities.
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In the third phase, during week nine, the researcher carried out an evaluation based
on a post-test in the experimental and control groups to compare the results obtained in the
experimental group in which the educational intervention was applied with the learning
classroom in the modality face-to-face, with the presentation of workshops and practical
activities for high school students and in the same way, with the control group, continued
with the traditional teaching method.
The workshops and activities for the intervention were organized in a schedule with
a period of 8 weeks, for the modality of face-to-face studies in the facilities of the Aníbal
Salgado Ruiz Unidad Educative, this information is condensed in lesson plans, based on what
the curriculum for Sierra and Amazonia determines.
The intervention proposal was developed with the presentation of workshops and
physical activities, which were previously mentioned in the development of this work, this
stage was carried out in person in the classroom and contributed to each stage of the learning
process, which includes the teaching methodology, the results obtained from this group are
detailed below.
Post-test experimental group physical activity results
In the results of the application of the questionnaire to the high school students of
the experimental group, which in the pretest reached a score of 2 on the quantitative scale,
while the qualitative value corresponded to disagreement. This led to proposing intervention
initiatives exposed through workshops and practical physical activities aimed at consistent,
for example, in classifying words while they touch the ball, naming provinces of Ecuador
while receiving the ball, among others, aimed at improving their cognitive development,
which determined that the expected results were achieved with satisfaction.
However, in the post-test a considerable improvement occurs, this occurs after the
intervention, so that it was called post-test, the data presented are clearly superior and it is
possible to appreciate a considerable improvement, with respect to the activity’s physics with
influence on cognitive development whose value on the quantitative scale is located at 5,
which corresponds to totally agree within the qualitative scale.
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The 37 students agree with the importance of physical activities on the qualitative
scale corresponds to Completely agree with 69%, 5 students agree with 9%, 5 students
neither agree nor disagree with 9%, 4 students disagree with 7%, while 3 students strongly
disagree with 6%. The last three evaluation levels, added together, barely add up to 12
students, which corresponds to a small sample group of 54 students, which implies that most
of them improved according to the post-test results.
Physical activity and a sedentary lifestyle are independently related to human health,
mainly due to direct physiological effects and the fact that one behavior requires the
displacement of another. This idea is expanded by Leiva (et al. 2017), who state that although
it has been hypothesized that a sedentary lifestyle and obesity is mainly related to the
excessive consumption of calories and unhealthy foods such as saturated fats and sugars,
studies reveal that people with a of prolonged sedentary life do not have a pattern, the diet
differs significantly from those with little session.
Post-test control group cognitive development results
The results of the control group are exposed during the post-test that continued with
the traditional teaching methodology for a period of eight weeks, in said evaluation it is
possible to observe a slight progress in their cognitive development in the practice of
activities with 75% corresponding to 27 people, who are located on the qualitative scale of
acquired, it should be noted that in the subsequent evaluation the learning phases were
respected at each level.
In this regard, Ruiz (2018) suggests that physical activity protects against cognitive
deterioration and decreased cognitive aspect by reducing a variety of cardiovascular risk
factors such as hypertension, diabetes, hypercholesterolemia, and obesity, which are related
with its wear. In any case, most epidemiological studies report a protective effect after
adaptation to these cardiovascular risk factors, suggesting that physical activity plays an
independent prophylactic role.
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Post-test experimental group cognitive development results
The results of the application of the observation of cognitive development to the
high school students of the experimental group are detailed, which in the pretest reached a
score of 4 on the quantitative scale, while the qualitative value corresponded to acquired.
This led to the intervention through workshops on cognitive development, physical activity,
healthy eating and physical activities of passes, reception, shooting with the ball and others,
as practices aimed at improving their cognitive development, this determined that the results
were achieved. with satisfaction.
However, in the post-test a considerable improvement occurs, this occurs after the
intervention, so that it was called post-test, the data presented are clearly higher and it is
possible to appreciate a considerable improvement, with respect to physical activities with
an influence on cognitive development whose value on the quantitative scale is located at 4,
which corresponds to acquire within the qualitative scale. The same graph 9 reveals that 34
students agree with the importance of physical activities on the qualitative scale corresponds
to acquired with 63%, 11 students in process with 20%, 9 students in the beginning with
17%.
It has been suggested that for some time physical activity is associated with a
considerable improvement in brain-derived cognitive processes, but Suárez and Costo (2019)
mention that studies from the University of Illinois in the United States ended this
assumption with the Empirical confirmation that the greater the aerobic activity, the less
neuron in the process of degeneration. In this way, it was found that physical activity has a
positive effect on cognitive control in general, although the results differ in terms of academic
performance, where, given the study under review, there seems to be a weak correlation.
Discussion
The benefits of physical activity for children and adolescents have been widely
demonstrated. According to RELOBAA (et al. 2016):
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Exercise is currently the basis of the educational process of
schoolchildren, both in the development of social and individual values
and in the promotion of healthy habits that address current public health
issues in childhood and adolescence, with habits and obesity derived from
a sedentary life (p. 5).
Jiménez (2017) rather demonstrated that parents have a lot of misinformation about
the way they feed their children, which affects their emotional, physical, and mental
development. Referring to the subject, Relobaa (et al. 2016) analyzed the effects of exercise
on the cognitive processes of the child and the most appropriate exercise models to achieve
it. The results reveal that physical activity has a positive effect on the cognitive processes of
the student, although it does not seem to be felt in their academic performance at short term.
According to Campo (2019), an area of cognitive development is understood to be
one that:
Understands physical knowledge in terms of knowing the physical
properties of objects and how to act on them (actively explores with all
the senses; manipulates, transforms, and combines continuous and
discontinuous materials; chooses materials, activities, and purposes;
acquires skills with equipment and tools; discover and systematize the
effects that actions have on objects, such as piercing, bending, blowing,
breaking, squeezing, etc.; discover and systematize the attributes and
properties of things) (p. 56).
For their part, Vidarte (et al. 2018) conceptualize exercise, its prevalence, and its direct
relationship with health promotion strategies. The outcome was physical activity, which
revealed definitions and estimates of an increase in energy intake above baseline, such as
physical activity-related attitudes about health, therapy, exercise, and training.
This criterion is shared by Sánchez, (et al. 2019) who argue that:
The objective of the update is to promote physical activity in childhood
and adolescence. And they conclude that, in the pediatric population, most
health parameters, including weight and cardiometabolic health, are
predominantly sensitive to aerobic activity (p. 67).
The researchers Carrillo and Pérez (2021) mention that in human and veterinary
medicine, physical activity includes all body movements carried out through skeletal muscles
that generate a waste of energy and personal experience and allow interaction with beings
and the environment. environment that surrounds us. Although the previous criteria point
to the relevance of physical activity, under this criterion, Gutiérrez (et al. 2018) state that
physical activity is any movement produced by skeletal muscles that requires energy
expenditure. Physical inactivity has been identified as the fourth risk factor for global
mortality (6% of deaths worldwide). In addition, immobility is estimated to be the primary
cause of approximately 21-25% of colon and breast cancers. Physical activity has a positive
effect on the student's cognitive processes, although these effects seem to be felt in their
academic performance in the short term. Secondly, there seems to be a strong connection
between exercise intensity and executive functions, so further research would be of great
interest to the scientific community. It is a variety of planned, structured, and repetitive
physical activities designed to improve or maintain one or more parts of a physical condition.
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Added to this experience, exploration and discovery is the opinion of Gómez (2017)
in which mathematical logical knowledge defined in terms of the relationships established
between objects, such as classification, analysis and discovering attributes of things; observe
and describe the similarities and differences of things, group and match things by similarities
and differences. Use and describe objects in different ways; talk about the characteristics that
something does not possess or the class to which it does not belong.
Conclusions
The intervention with workshops and practical activities allowed to change the
teaching model by proposing active tasks, which affected the development of learning with
high school students. The planning of the activity was in charge of the teacher, who was in
charge of emphasizing the exercises based on the methods, looking for solutions to obtain
really positive results, which were reflected in the arithmetic mean, where the experimental
group achieved a higher score than the group. control group.
The work deepened in the implementation of group workshops, in addition to
physical activity, by including thought challenges from different areas, the process was carried
out in a participatory manner to strengthen their physical and mental development at the
same time, the effort rewarded. Students must find a genuinely cooperative attitude, in which
case the proposal was aimed at strengthening the student's abilities, skills and abilities in their
own learning in the advancement of independence along with various teamwork.
The proposal was implemented in the experimental group from the realization of
workshops and physical activities, which was previously subjected to an evaluation, to choose
an experimental group and a control group, the medians were made by checking the means
of the lowest value on the scales. quantitative and qualitative so that after this evaluation, the
experimental group in which the proposal was made was selected for 8 weeks, after which
test, tests were developed to analyze the results obtained.
After the post-test, the researcher made comparisons with statistical analyzes to verify
the effectiveness of the workshops and didactic activities proposed in comparison with the
traditional methodology of the subject of physical education. The data obtained in the post-
test were analyzed based on arithmetic medians, the value of the experimental group being
7.76, higher than the 5.87 of the control group, which led to the conclusion that the
intervention fulfilled its purpose satisfactorily, with successful results that were also reflected
in their learning and performance in the classroom.
Based on the results obtained and the calculated averages, the control group and the
experimental group were selected as those named in the pre-test evaluation, when after the
implementation of the proposal was completed, the intervention advanced with workshops
and physical activities based on institutional and educational regulations to satisfactorily
comply with the analysis. The experimental group intervened for 8 weeks in the second year
of high school, during the first week carrying out three workshops and physical activity, in
the following seven weeks only carrying out physical activities with cognitive challenges, with
satisfactory results of 92% on the quantitative scale, where the questionnaire showed that the
students were in complete agreement on the qualitative scale.
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Revista Científica Educ@ção v.8 ● n.13 ● jan-dez/2023 ● Demanda contínua.
REVISTA CIENTÍFICA EDUC@ÇÃO
ISSN 2526-8716
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Submetido em novembro de 2022.
Aprovado em fevereiro de 2022.
Informações do(a)(s) autor(a)(es)
Nombre: Wilmer Paúl Barrionuevo Zurita
Afiliación institucional: Ministerio de Educación Ecuador
ORCID: 0000-0002-6135-7033
Email: paul28barrionuevo@gmail.com
Nombre: Edgar Alberto Cobo Granda
Afiliación institucional: Pontificia Universidad Católica del Ecuador Sede Ambato
ORCID: 0000-0001-8184-6371
Email: alcob2980@gmail.com