Descanso activo: una revisión sistemática sobre su impacto en el clima del aula y el bienestar emocional
DOI:
https://doi.org/10.47197/retos.v72.116970Palabras clave:
escuela, educación, emociones, conducta, comportamiento, pausa activaResumen
Introducción: Los descansos activos serían breves intervenciones de actividad física integradas en el horario escolar han emergido como una estrategia eficaz para contrarrestar el sedentarismo en el aula y mejorar la calidad del entorno educativo.
Objetivo: Esta revisión sistemática tuvo como propósito analizar los efectos de los descansos activos sobre el clima del aula, el bienestar emocional y la conducta de estudiantes de entre 5 y 15 años.
Metodología: Se aplicó el protocolo PRISMA, revisando artículos originales en inglés y español publicados entre 2020 y 2024, obteniendo un total de ocho estudios que cumplieron los criterios de inclusión.
Resultados: Los resultados indicaron una mejora consistente del bienestar emocional en seis de los ocho estudios, reflejada en un aumento del afecto positivo, la motivación intrínseca y la gestión del estrés. Asimismo, se observaron efectos positivos en el clima del aula, como mayor participación y cooperación, y en el comportamiento estudiantil, con mejoras en la autorregulación emocional y reducción de conductas inadaptadas.
Discusión: Estos resultados deben interpretarse con precaución, debido a la heterogeneidad de los diseños y la ausencia de seguimiento a largo plazo. Además, factores como la duración, frecuencia, contexto y el tipo de actividad física influyen en la efectividad de los descansos activos.
Conclusiones: Se concluye que los descansos activos constituyen una herramienta pedagógica prometedora para mejorar el ambiente escolar y el bienestar, sobre todo cuando se integra con estrategias pedagógicas que ponen al alumnado como centro de aprendizaje.
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