Descansos activos curriculares en Educación Secundaria : Reflexiones del alumnado

Julen Maiztegi-Kortabarria; Silvia Arribas-Galarraga; Izaskun Luis-de Cos; Saioa Urrutia-Gutierrez

doi:10.18172/con.6437

Authors

Julen Maiztegi-Kortabarria University of the Basque Country https://orcid.org/0000-0003-4568-4517
Silvia Arribas-Galarraga University of the Basque Country https://orcid.org/0000-0001-5086-4075
Izaskun Luis-de Cos University of the Basque Country https://orcid.org/0000-0002-6567-4749
Saioa Urrutia-Gutierrez University of the Basque Country https://orcid.org/0000-0002-5123-4013

DOI:

https://doi.org/10.18172/con.6437

Keywords:

Compulsory Secondary Education, attention, concentration, academic achievement, physical activity

Abstract

Today's society, immersed in incessant changes, imposes on educational institutions the need for adaptability. In schools, this transformation process implies overcoming traditional methodologies to approach others that allow the promotion of motivating and active learning strategies, placing the students at the center of the teaching-learning process. This study highlights the curricular focussed active breaks (CF-AB) for their benefits on physical and psychological health, as well as their potential impact on academic performance (AP). The aim of this study is to analyze the perception of a group of secondary school students participating in the CF-AB program "Activity Breaks: Ikasi Mugituz! (Spanish Language)", regarding the effects of their experience on attention, concentration, amount of physical activity (PA) and AP. The intervention involved applying 5 to 10 minute breaks with a frequency of 4 interventions per week, during a period of 8 weeks. In this case study, a descriptive qualitative methodology was employed, using focus group for data collection and NVivo 14 software for analysis. The incidental sample consisted of 6 students from the first year of Compulsory Secondary Education students from a school in the Basque Autonomous Community (Spain), who participated in the program and discussed their experience. The results indicated a positive perception of the CF-AB. Students valued the connection between the subject content and PA, as well as the effectiveness of the transitions between CF-AB and school routines, expressing a desire to apply this strategy in other subjects and academic levels. Regarding the influence of CF-AB on attention and concentration, most of them experienced improvements. Additionally, they reported an increase in daily PA. In terms of AP, students reported improvements in content retention and the ability to remember information. In conclusion, this research supports the effectiveness of the CF-AB in multiple aspects of educational development.

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