Benefits of yoga for postural education: proposed intervention program for elementary education

Authors

DOI:

https://doi.org/10.47197/retos.v56.103795

Keywords:

Children's yoga, postural education, intervention program, prevention, physical education

Abstract

Postural education and the benefits that Yoga brings are especially important in the first levels of school education. The objective has been to design and implement a pilot intervention program based on the practice of Yoga to work on postural education with Primary Education students. The method has consisted of: (1) analyzing the studies carried out in this regard and the centers in which this technique is applied. (2) Apply the intervention program based on Yoga with a playful nature supported by children's stories and observe the responses of teachers and students. The conclusions indicate that there are few educational centers that offer Yoga practice programs to improve the body posture of their students and that teachers give great importance to its prevention. The program has been accepted and applied as a pilot study in an educational center in the province of Jaén.

Keyword: Children's yoga, postural education, intervention program, prevention, physical education.

Author Biographies

Carmen María Agudo Villarejo, University of Jaén

Doctoral student of the Didactic Innovation and Teacher Training Program of the University of Jaén (Spain). Graduate in Early Childhood Education. Master's Degree in Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching; Master's Degree in Positive Psychology, and Master's Degree in Bullying and Mediation. She teaches in the Degree of Early Childhood Education and in the Degree of Social Education. Her line of research is early childhood education.

Javier Cachón Zagalaz, university of Jaen

Professor at the University of Jaén (Spain). Diploma in Teaching, specializing in Physical Education (PE). Degree in Primary Education Teaching. Master in Sport Sciences. Doctor by the University of Jaén and Doctor by the University of Granada. He teaches Didactics of PE in the Degree of Teaching and in the Master of Teaching, coordinating the specialty of PE. ABANCA Award for the best university teacher in Spain in 2021. Flag of Andalusia to the promotion of Jaén, 2021. He coordinates the Iberoamerican Network of Research in Teacher Training in PE and is the Principal Investigator of the HUM653 Group. His lines of research are Teacher Education and Didactics of PE and Sport. He has supervised 15 theses.

Eufrasio Pérez Navío, university of Jaen

D. in Philosophy and Educational Sciences from the UNED. He has been an international cooperant of the Spanish Agency for International Cooperation for Development (AECID) of the Ministry of Foreign Affairs and Cooperation of the Government of Spain, which allowed him to access, through competitive call, to a place at the Universidad Cristóbal Colón de Veracruz (Mexico). He has been Vice-Dean of Education of the Faculty of Humanities and Educational Sciences of the UJA (2016-2020) and Secretary of the Department of Pedagogy (2012-2016). He is currently director of the Department of Pedagogy at the University of Jaén (UJA), member of the Senate, Faculty Board and Governing Council of the UJA.

Amador Jesús Lara Sánchez, university of Jaen

Professor of the area of Didactics of Corporal Expression at the University of Jaén. He is currently Director of the Department of Didactics of Musical, Plastic and Corporal Expression and Coordinator of the Doctoral Program in Didactic Innovation and Teacher Training and the Iberoamerican Network of Research in Teacher Training in PE. He teaches in the Primary Education and Early Childhood Education Degrees and in the Master's Degree in Teacher Training. He is part of the Research Group HUM653, Didactic Innovation in Physical Activity. He is Editor-in-Chief of the Journal of Sport and Health Research. His lines of research are, fundamentally, Games and Sports; Teacher Training; and Didactics of PE.

References

Actividades de Infantil y Primaria (16 de abril de 2021). Bingo de yoga para niños. https://www.actividadesdeinfantilyprimaria.com/2021/04/16/bingo-de-yoga-para-ninos/

Alvani, E., Shamsoddini, A., Letafatkar, A., Shahrbanian, S., Villafañe, J. H., & Rossettini, G. (2024). Efectividad del ejercicio neuromuscular en individuos con dolor lumbar: Una revisión narrativa. Exercícios neuromusculares na lombalgia. Retos, 54, 198-206. https://doi.org/10.47197/retos.v54.102993

Amado-Merchán, A. (2020). Higiene postural y prevención del dolor de espalda en escolares. Npunto. Revista para profesionales de la salud, 3(27), 4-22.

Botero, A. (2007). Yogando en la selva. Norma.

Camino, D. (17 de enero de 2023). Yoga para Niños: ¿Qué es? Para qué sirve y posturas. El Blog de Aegon. https://blog.aegon.es/salud-deportiva/yoga-para-ninos/

Chacón, F, Ubago, J. L., La Guardia, J. J., Cepero, M., & Padial, R. (2018). Educación e higiene postural en el ámbito de la EF: papel del maestro en la prevención de lesiones. Revisión sistemática. Retos, 34, 8-13. https://doi.org/10.47197/retos.v0i34.54319

Cruz del Moral, R. (2016). Prevalencia y cuantificación del dolor de espalda en escolares andaluces. Implementación de un programa de intervención en el área de EF. Tesis Doctoral. Universidad de Jaén.

Cruz del Moral, R., Zagalaz-Sánchez, M. L., Ruiz-Rico, G., & Cachón-Zagalaz, J. (2019). Programa de intervención para la reducción de algias de espalda en EF. Journal of Sport and Health Research, 11(2), 129-138.

Fernández-Campos, M. J. (2011). Efecto de un programa de educación postural en educación física en primaria. Tres años de seguimiento. Tesis Doctoral. Universidad de Murcia.

Flak, M. & Coulon, J. (2006). Niños que triunfan. El Yoga en la escuela. Cuatro vientos.

Fuente-Torre, L. & Herrán-Gascón, A. (2021). Yoga y formación del profesorado. Revista Iberoamericana de Educación, 85(2), 73-94. https://doi.org/10.35362/rie8523936

Fuertes, M. G. (2011). La observación de las prácticas educativas como elemento de evaluación y de mejora de la calidad en la formación inicial y continua del profesorado. Redu, 9(3), 237-258. https://doi.org/10.4995/redu.2011.11228

García-Cascales, D. (2014). Hábitos higiénicos, alimenticios y ejercicio físico. Trabajo fin de Grado. Universidad de Granada. https://digibug.ugr.es/handle/10481/40562

García-Jiménez, J. V., García-Pellicer, J. J., & Yuste-Lucas, J. L. (2012). Educación Física en inglés. Una propuesta para trabajar la higiene postural en EP. Retos, 22, 70-75. https://doi.org/10.47197/retos.v0i22.34589

Giménez, G. C., Olguín, G., & Almirón, M. D. (2020). Yoga: beneficios para la salud. Una revisión de la literatura. Anales de la Facultad de Ciencias Médicas (Asunción), 53(2), 137-144. https://doi.org/10.18004/anales/2020.053.02.137

González-Deleze, A. L. (2019). Yoga para niños. Antítesis Comunicación.

González-Hernández, A. (2018). La higiene postural el contenido relegado de la Educación Física. Publicaciones Didácticas, 102, 116-122.

Hajesky, N. (2019). Los 501 mejores ejercicios de Yoga. Librero.

Lacerda, D. (2020). 2100 Asanas. Todas las posturas del Yoga. Obelisco.

Llavata-Pons, A. (2016). El yoga como recurso didáctico en Educación Infantil. Trabajo fin de Grado. Universidad Internacional de la Rioja. https://1library.co/title/el-yoga-como-recurso-didactico-en-educacion-infantil

López-Aguilar, B. & Cuesta-Vargas, A. I. (2007). Higiene postural y ergonomía en el ámbito escolar: una perspectiva desde la fisioterapia. Jóvenes y riesgos laborales, 79, 147-156.

Martínez-González, M., Gómez-Conesa, A., & Hidalgo-Montesinos, M. D. (2008). Programas de higiene postural desarrollados con escolares. Fisioterapia, 30(5), 223-230. https://doi.org/10.1016/j.ft.2008.09.003

Merchán A. (2020). Higiene postural y prevención del dolor de espalda en escolares. Higiene postural y prevención del dolor de espalda en escolares. NPunto, 3(27), 4-22.

Ministerio de Educación y Formación Profesional (2022). RD 157/2022, de 1 de marzo, por el que se establecen la ordenación y las enseñanzas mínimas de la EP. Madrid: BOE 52, de 02/03/22. https://www.boe.es/buscar/act.php?id=BOE-A-2022-3296

Miralles, R. (1998). Biomecánica clínica del aparato locomotor. Masson.

RAE (2023). Diccionario de la Real Academia española de la Lengua (23ª ed.). https://dle.rae.es/postura?m=form

Souchard, P., Pillastrini, P., & Meli, O. (2022). La Reeducación Postural Global. Grupo Asís Biomedia S.L.

Springett, A. G. & Wise, J. E. M. (2007). Promoting healthy backs in schools: an evaluative study. Health Education, 107, 463-479. http://dx.doi.org/10.1108/09654280710778592

Vidal, A. (2016). La postura corporal y el dolor espalda en alumnos de EP. Una revisión bibliográfica. Revista Digital de Educación Física, 37, 60-72.

Zamora, L. (2015). El yoga en Educación Infantil. Trabajo fin de Grado. Universidad de Granada. https://digibug.ugr.es/handle/10481/41292

Downloads

Published

2024-07-01

How to Cite

Agudo Villarejo, C. M., Cachón Zagalaz, J., Pérez Navío, E., & Lara Sánchez, A. J. (2024). Benefits of yoga for postural education: proposed intervention program for elementary education. Retos, 56, 265–270. https://doi.org/10.47197/retos.v56.103795

Issue

Vol. 56 (2024)

Section

Didactic experiences developed and investigated with empirical work

License

Copyright (c) 2024 Retos

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
  2. Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).

This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.

Most read articles by the same author(s)

1 2 > >>