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Efecto de intervenciones de actividad física en el ámbito escolar sobre las habilidades lingüísticas: una revisión sistemática y meta-análisis de ensayos controlados aleatorizados

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dc.conference.dateJunio 2020
dc.conference.placeUniversidad Complutense de Madrid. Facultad de Educación – Centro de Formación del Profesorado.
dc.conference.title6as Jornadas de Investigación PhDay Educación
dc.contributor.authorMartín Martínez, Carlos
dc.date.accessioned2023-06-17T10:14:00Z
dc.date.available2023-06-17T10:14:00Z
dc.date.issued2020
dc.description.abstractLas intervenciones de actividad física (AF) en la escuela se muestran como una estrategia general beneficiosa para la mejora del rendimiento cognitivo y académico, pero la evidencia sobre sus beneficios en las habilidades del lenguaje sigue sin ser clara. Nuestro objetivo fue evaluar los efectos de las intervenciones de AF en la escuela sobre las habilidades del lenguaje en niños y adolescentes. La revisión sistemática se realizó siguiendo la guía PRISMA, buscando artículos relevantes en PubMed, PsycINFO y Scopus desde el inicio hasta marzo de 2020. Se incluyeron ensayos controlados aleatorizados (RCTs) que realizaron una intervención escolar de AF en niños y adolescentes (de 3 a 18 años) y que evaluaron al menos una habilidad relacionada con el lenguaje (lectura, ortografía, vocabulario, fluidez verbal y comprensión) o las calificaciones escolares en dicha asignatura. Se realizó un meta-análisis para determinar las diferencias entre los grupos cuando tres o más intervenciones habían evaluado la misma variable. Se incluyeron veinticinco estudios (12732 participantes) cuya calidad metodológica fue en general alta. Se observaron beneficios significativos para la lectura (SMD: 0.19; IC95%: 0.07, 0.30), vocabulario (SMD: 0.67; IC95%: 0.13, 1.21) y calificaciones escolares en lenguaje (SMD: 0.74; IC 95%: 0.23, 1.25 ), pero no se observaron efectos para la ortografía, la comprensión o la fluidez verbal (todos p>0.05). No se observaron diferencias consistentes entre las intervenciones de AF integradas (realizaron una AF junto con el contenido académico) y no integradas (p.e., lecciones extra de educación física), aunque no fue posible realizar subanálisis para algunos resultados. Como conclusión, las intervenciones de AF basadas en la escuela parecen una estrategia efectiva para mejorar las diferentes habilidades relacionadas con el lenguaje y las calificaciones escolares en lenguaje.
dc.description.abstractSchool-based physical activity (PA) interventions appear as an overall beneficial strategy for the improvement of cognitive performance and academic achievement, but the evidence on their benefits on language skills remains unclear. We aimed to assess the effects of school-based PA interventions on language skills in children and adolescents. Relevant articles were systematically search in PubMed, PsycINFO and Scopus from inception to March 2020. We included randomized controlled trials (RCTs) that performed a school-based PA intervention in children and adolescents (aged 3-18) and that assessed at least one outcome related to language skills (i.e., reading, spelling, vocabulary, verbal fluency and comprehension) or language academic achievement (i.e., school grades). A meta-analysis was conducted to determine the differences between groups (expressed as standardized mean difference [SMD] along with 95% confidence intervals [95%CI]) when ≥3 interventions assessed the same outcome. Twenty-five studies (12732 participants) were included, of which 14 performed an integrated PA intervention (i.e., performing PA along with the academic content), nine a non-integrated one (e.g., extra physical education lessons), and two a combination thereof. Methodological quality of the studies was overall high. Significant benefits were observed for reading (SMD: 0.19; 95%CI: 0.07, 0.30), vocabulary (SMD: 0.67; 95%CI: 0.13, 1.21) and language school grades (SMD: 0.74; 95%CI: 0.23, 1.25), but no effects were observed for spelling, comprehension or verbal fluency (all p>0.05). No consistent differences were observed between integrated and non-integrated PA interventions, although sub-analyses were not possible for some outcomes. School-based PA interventions appear as an effective strategy for improving different language-related skills and overall language school grades.
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/64166
dc.identifier.relatedurlhttps://educacion.ucm.es/
dc.identifier.urihttps://hdl.handle.net/20.500.14352/8912
dc.language.isospa
dc.page.final200
dc.page.initial166
dc.rights.accessRightsopen access
dc.subject.cdu159.953.5
dc.subject.cdu372.879.6
dc.subject.cdu371.3
dc.subject.cdu37.013
dc.subject.keywordActividad Física
dc.subject.keywordLenguaje
dc.subject.keywordEscuela
dc.subject.keywordRendimiento Académico
dc.subject.keywordPhysical Activity
dc.subject.keywordLanguage
dc.subject.keywordSchool
dc.subject.keywordAcademic Achievement
dc.subject.ucmAprendizaje
dc.subject.ucmEducación física y deportiva
dc.subject.ucmMétodos de investigación en educación
dc.subject.ucmPedagogía
dc.subject.unesco6104.03 Leyes del Aprendizaje
dc.subject.unesco58 Pedagogía
dc.subject.unesco58 Pedagogía
dc.titleEfecto de intervenciones de actividad física en el ámbito escolar sobre las habilidades lingüísticas: una revisión sistemática y meta-análisis de ensayos controlados aleatorizados
dc.title.alternativeEffects of school-based physical activity interventions on language skills: A systematic review and meta-analysis of randomized controlled trials
dc.typeconference paper
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