Impacto de un programa de actividad motriz con funciones ejecutivas fortaleciendo el desarrollo integral del niño

  1. Garcia Fernandez, David Arnoldo 1
  2. Chávez Valenzuela, Maria Elena 2
  3. Cruz Chávez, Concepción 3
  4. Guedea Delgado, Julio Cesar 1
  5. Velázquez Saucedo, Gabriela 1
  6. Zubiaur González, Marta 3
  1. 1 Universidad Autónoma de Chihuahua
    info

    Universidad Autónoma de Chihuahua

    Chihuahua, México

    ROR https://ror.org/04mrrw205

  2. 2 Universidad de Sonora
    info

    Universidad de Sonora

    Hermosillo, México

    ROR https://ror.org/00c32gy34

  3. 3 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

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Revue:
Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

ISSN: 2386-8333

Année de publication: 2018

Titre de la publication: Enero 2018

Volumen: 4

Número: 1

Pages: 37-58

Type: Article

DOI: 10.17979/SPORTIS.2018.4.1.2060 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

D'autres publications dans: Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

Résumé

The present investigation consisted in analyzing the impact of the application of a program of motor activity linked to executive functions, in order to contribute to the development of cognition, executive functions, motor skills, reading, writing and mathematics. The sample consisted of 66 children (35 experimental group and 31 control group) with normal development and ages ranging from 5.2 to 6.9 years, the average was 6.2 ± 054, who attended third kindergarten and first grade of a public school of the city of León, Spain. To carry out the program, the children made their materials and their parents supported them in the design of the most difficult materials. The program was completed in 45 sessions 2 per week, with a duration of 60 minutes each, during 6 months, being transcendental that a week a month the parents of the family participated in the class. The instruments used were: Merrill Palmer Revised Developmental Scale, NEPSY Test II, Infant Neuropsychological Maturity Questionnaire, Movement Assessment Battery for Children-2 and Mathematical Competence Test Basic. The most relevant results indicate that in the pre-test and post-test experimental group there are significant differences in: motor cognition, executive functions, writing and reading with a p <0.05. Among the control groups and experimental post-test, significant differences were found p <0.05 in: motor cognition, executive functions, writing and reading. In conclusion: the importance of creating motor programs linked to the executive functions is emphasized in order to strengthen the integral formation of the child.

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