Analisis exploratorio y comparativo de los niveles de actividad física en sesiones de motricidad en educación infantil

  1. Fernández Martínez, Jenifer
  2. Martínez Bello, Vladimir
Aldizkaria:
Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud

ISSN: 1659-4436,  1409-0724

Argitalpen urtea: 2016

Alea: 14

Zenbakia: 2

Mota: Artikulua

DOI: 10.15517/PENSARMOV.V14I2.25863 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud

Laburpena

The aim of this study was to analyse the physical activity levels (PA), group composition and role of the teacher during a traditional movement session and an alternative movement session in five years children in an early childhood education school in the province of Valencia, Spain. It was a descriptive-exploratory study using two data collection instruments: an observational system and a pedometry system. Eight girls and eight boys were monitored during both sessions. The results indicate that the traditional session which was based on free play show a greater presence of sedentary behaviours, conducted mainly in adult group, group 1-1 and alone, while the behaviour of teachers was as observer. By contrast, in the alternative session presented by a motor story, the children were much more active participating in mixed groups, and the teacher behaviour was the promotion and demonstration of the AF. In addition, there was find a difference in the step count between the two sessions. In conclusion, even less time session but structured through a motor story, it was able to promote higher PA levels. Given the exploratory nature of this study, this work hopes to contribute to the discussion in the Iberoamerican context of how movement classes are developed and what are the determinants of PA in the early childhood education context. Futures studies on these issues are required

Erreferentzia bibliografikoak

  • Biddle, S. J., Pearson, N., Ross, G. M., & Braithwaite, R. (2010). Tracking of sedentary behaviours of young people: a systematic review. Preventive Medicine, 51(5), 345-351. doi: https://doi.org/10.1016/j.ypmed.2010.07.018
  • Brown, W. H., Pfeiffer, K. A., McIver, K. L., Dowda, M., Almeida, J. M., & Pate, R. R. (2006). Assessing preschool children's physical activity: the Observational System for Recording Physical Activity in children-preschool version. Research quarterly for exercise and sport, 77(2), 167-176. Recuperado de http://www.tandfonline.com/doi/abs/10.1080/02701367.2006.10599351
  • Burdette, H. L., y Whitaker, R. C. (2005). Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of pediatrics & adolescent medicine, 159(1), 46-50. Recuperado de https://doi.org/10.1001/archpedi.159.1.46
  • Chow, B. C., McKenzie, T. L., y Louie, L. (2015). Children’s Physical Activity and Associated Variables during Preschool Physical Education. Advances in Physical Education, 5, 39-49. Recuperado de https://doi.org/10.4236/ape.2015.51005
  • Clark, J. E., Clements, R. L., Guddemi, M., Morgan, D. W., Pica, R., Pivarnik, J., Rudisill, M., Small, E., y Virgilio, S. (2002). Active start: A statement of physical activity guidelines for children birth to five years. Reston, United States of America: National Association for Sport and Physical Education.
  • De Andrés Rubio, M. N., y Arroyo, M. J. G. (1993). La observación psicomotriz como técnica de evaluación en la etapa de la Educación Infantil. Aula: Revista de Pedagogía de la Universidad de Salamanca, (5), 209-222. Recuperado en https://dialnet.unirioja.es/servlet/articulo?codigo=122483
  • De Craemer, M., De Decker, E., De Bourdeaudhuij, I., Verloigne, M., Manios, Y., y Cardon, G. (2015). The translation of preschoolers’ physical activity guidelines into a daily step count target. Journal of sports sciences, 33(10), 1051-1057. doi: https://doi.org/10.1080/02640414.2014.981850
  • Eastman, W. (1997). Active living: Physical activities for infants, toddlers, and preschoolers. Early Childhood Education Journal, 24(3), 161-164. doi: https://doi.org/10.1007/BF02353273
  • Froehlich, A., y Humbert, L. (2011). Physical Activity and Nutrition in Early Years Care Centres: Barriers and Facilitators. Canadian Children Journal of the Canadian association for Young children, 36(1), 26-30. Recuperado de http://mmduvic.ca/index.php/jcs/article/viewFile/15149/6031#page=26
  • Gil-Madrona, P., Gómez-Víllora, S., Contreras-Jordán, O. R., y Gómez-Barreto, I. (2008). Justificación de la educación física en la educación infantil. Educación y educadores, 11(2), 159-177. Recuperado de http://www.scielo.org.co/pdf/eded/v11n2/v11n2a10.pdf
  • Herrán-Izagirre, E. (2006). Aprender a saltar. Un estudio de caso. Revista iberoamericana de psicomotricidad y técnicas corporales, (21), 77-90. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=3735942
  • Howie, E. K., Brewer, A. E., Dowda, M., McIver, K. L., Saunders, R. P., y Pate, R. R. (2016). A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study. Journal of School Health, 86(1), 23-30. doi: https://doi.org/10.1111/josh.12352
  • Jiménez-Díaz, J., y Araya-Vargas, G. A. (2010). Más minutos de Educación Física en preescolares favorecen el desarrollo motor. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 8(1), 1-8. doi: https://doi.org/10.15517/pensarmov.v8i1.442
  • Lu, C., y Montague, B. (2015). Move to Learn, Learn to Move: Prioritizing Physical Activity in Early Childhood Education Programming. Early Childhood Education Journal, 44(5). 409-417. Recuperado de http://link.springer.com/article/10.1007/s10643-015-0730-5
  • McKee, D. P., Boreham, C. A., Murphy, M. H., y Nevill, A. M. (2005). Validation of the Digiwalker™ pedometer for measuring physical activity in young children. Pediatric Exercise Science, 17(4), 345-352. doi: https://doi.org/10.1123/pes.17.4.345
  • McKenzie, T. L. (2002). SOFIT (System of Observing Fitness Instruction Time): Overview and Training Manual. San Diego, CA: San Diego State University. Recuperado de http://www.des.ucdavis.edu/faculty/handy/esp178/sofitprotocol.pdf
  • McKenzie, T. L., Sallis, J. F., y Nader, P. R. (1991). System for observing fitness instruction time. J Teach Phys Educ, 11, 195-205. doi: https://doi.org/10.1123/jtpe.11.2.195
  • McKenzie, T. L., y Van Der Mars, H. (2015). Top 10 research questions related to assessing physical activity and its contexts using systematic observation. Research Quarterly for Exercise and Sport, 86(1), 13-29. doi: https://doi.org/10.1080/02701367.2015.991264
  • Martín-Domínguez, D., y Soto-Rosales, A. (2009). La importancia de los contenidos psicomotores en el contexto educativo: opiniones de los maestros. Investigación en la Escuela, (67), 97-109. Recuperado de http://www.investigacionenlaescuela.es/articulos/67/R-67_7.pdf
  • Moreno-Murcia, J. A. M., López, B., Gutiérrez, E. M., Cascada, M., y Rosario-Fernández, M. (2004). Situación actual de la motricidad en la etapa de 0 a 6 años según el profesorado de Educación Infantil. Revista iberoamericana de psicomotricidad y técnicas corporales, (16), 17-34. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=3739246
  • Organización Mundial de la Salud. (2006). Patrones de crecimiento infantil de la OMS. Métodos y desarrollo. Recuperado de http://www.who.int/childgrowth/standards/es/
  • Organización Mundial de la Salud. (2010). Recomendaciones mundiales sobre actividad física para la salud. Recuperado de http://apps.who.int/iris/bitstream/10665/44441/1/9789243599977_spa.pdf
  • Palmer, K. K., Matsuyama, A. L., y Robinson, L. E. (2016). Impact of Structured Movement Time on Preschoolers’ Physical Activity Engagement. Early Child-hood Education Journal, 1-6. doi: https://doi.org/10.1007/s10643-016-0778-x
  • Pate, R. R., O'Neill, J. R., Byun, W., McIver, K. L., Dowda, M., y Brown, W. H. (2014). |Physical activity in preschool children: comparison between Montessori and traditional preschools. Journal of School Health, 84(11), 716-721. doi: https://doi.org/10.1111/josh.12207
  • Pons-Rodríguez, R., y Arufe-Giráldez, V. (2016). Análisis descriptivo de las sesiones e instalaciones de psicomotricidad en el aula de educación infantil. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 2(1), 125-146. doi: https://doi.org/10.17979/sportis.2016.2.1.1445
  • Sharma, S. V., Chuang, R. J., Skala, K., y Atteberry, H. (2011). Measuring physical activity in preschoolers: reliability and validity of the System for Observing Fitness Instruction Time for Preschoolers (SOFIT-P). Measurement in physical education and exercise science, 15(4), 257-273. doi: https://doi.org/10.1080/1091367X.2011.594361
  • Simó-Llobet, A., y Espada-Mateos, M. (2013). La intervención docente en psicomotricidad en los centros de educación infantil de barcelona. Athlos: Revista internacional de ciencias sociales de la actividad física, el juego y el deporte, (5), 55-74. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=5311417
  • Soini, A., Tammelin, T., Sääkslahti, A., Watt, A., Villberg, J., Kettunen, T., Mehtala, A., y Poskiparta., M. (2014). Seasonal and daily variation in physical activity among three-year-old Finnish preschool children. Early Child Development and Care, 184(4), 589-601. doi: https://doi.org/10.1080/03004430.2013.804070
  • Terry-Andrés, J. (2014). Análisis de la influencia de la metodología de la intervención psicomotriz sobre el desarrollo de las habilidades motrices en niños de 3 a 4 años (Tesis doctoral). Universidad de Murcia. Recuperado del Repositorio institucional de la universidad de Murcia: https://digitum.um.es/xmlui/handle/10201/40991
  • Timmons, B. W., Naylor, P. J., y Pfeiffer, K. A. (2007). Physical activity for preschool children-how much and how? Applied Physiology, Nutrition, and Metabolism, 32, 122-134. Recuperado de http://www.nrcresearchpress.com/doi/pdf/10.1139/H07-112
  • Torres-Luque, G., Beltrán, J., Calahorro, F., López-Fernández, I., y Nikolaidis, P. T. (2016). Análisis de la distribución de la práctica de actividad física en alumnos de educación infantil. Cuadernos de Psicología del Deporte, 16(1), 261-268. Recuperado de http://revistas.um.es/cpd/article/viewFile/254621/192251
  • Vaca-Escribano, M. (2000). Reflexiones en torno a las posibilidades educativas del tratamiento pedagógico de lo corporal en el segundo ciclo de Educación Infantil. Revista interuniversitaria de formación del profesorado, (37), 103-120. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=118061
  • Van Cauwenberghe, L., Labarque, V., Gubbels, J., De Bourdeaudhuij, I. y Cardon, G. (2012). Preschooler's physical activity levels and associations with lesson context, teacher's behavior, and environment during preschool physical education. Early Childhood Research Quarterly, 27(2), 221-230. doi: https://doi.org/10.1016/j.ecresq.2011.09.007
  • Viscarro, I., Gimeno, S., y Antón, M. (2012). Intervención psicomotriz en el ámbito escolar: Un estudio longitudinal. Revista Española de Educación Física y Deportes, (399), 97-115. Recuperado de http://www.reefd.es/index.php/reefd/article/view/154
  • Wadsworth, D. D., Rudisill, M. E., Hastie, P. A., Boyd, K. L., y Rodríguez-Hernández, M. (2014). Preschoolers ́ Physical Activity and Time on Task During a Mastery Motivational Climate and Free Play. MHSalud, 11(1), 26-34. Recuperado de http://www.redalyc.org/articulo .oa?id=237031810004
  • Yamax (2016). Manual de uso Digi-Walker CW- Series. Serie CW- 200. Japón: Yamax Corporation. Recuperado de http://www.yamaxx.com/digi/cws_manual_spanish.pdf
Datuen iturria: Dialnet