El esfuerzo cooperativo como estímulo para fomentar aspectos grupales, emocionales y cognitivos en jóvenes estudiantes

“Unity is strength... when there is teamwork and collaboration, wonderful things can be achieved”. Mattie Stepanek At present, cooperation is a fundamental aspect for the education and integral development of children and adolescents. The effort through physical activities, and cooperative games with a high demand of physical intensity intrinsic to the proposed stimulus, could be key to improve groupal aspects, team values and cognitive-emotional factors, also important for future work success. We present the most outstanding results of a study aimed at increasing the above variables through the practice of cooperative high intensity interval physical situations. Recent research has shown that both physical activity and cooperation, separately, can be used for this purpose. However, the interrelation of these variables based on an integral proposal is still little studied. It is concluded that the high intensity physical cooperative effort can have positive effects beyond the physical aspects widely contrasted in the scientific literature. It is suggested to take advantage of the high intensity ( greater than 80% HRmax), as well as the use of situations of problem solving or cooperative challenges, to promote social and cognitive-emotional aspects in young people.“La unidad es la fuerza… cuando hay trabajo en equipo y colaboración, se pueden lograr cosas maravillosas”.Mattie Stepanek. En la actualidad, la cooperación es un aspecto fundamental para la educación y desarrollo integral de los niños y adolescentes. El esfuerzo a través de actividades físicas, y juegos cooperativos con una exigencia alta de intensidad física intrínseca al estímulo planteado, podrían ser clave para mejorar aspectos grupales, valores de equipo y aspectos cognitivo-emocionales, importantes también para el posterior éxito laboral futuro. Se presentan los resultados más destacados de un estudio dirigido al incremento de las anteriores variables a través de la práctica de situaciones físicas cooperativas de alta intensidad interválica. Investigaciones recientes han mostrado que tanto la actividad física como la cooperación, por separado, pueden ser aprovechables para este objetivo. Sin embargo, la interrelación de estas variables en base a una propuesta integral aún está poco estudiada. Se concluye que el esfuerzo físico cooperativo de alta intensidad puede tener efectos positivos más allá de los aspectos físicos ampliamente contrastados en la literatura científica. Se sugiere aprovechar la alta intensidad ( mayor que 80% FC máxima), así como, el uso de situaciones de resolución de problemas o retos cooperativos, para fomentar aspectos sociales y cognitivo-emocionales en jóvenes

Actividad física como estrategia educativa para mejorar el rendimiento escolar

Currently, there is a great social concern for the low levels of school performance among the Spanish young people compared to other European countries. The practice of physical activity (PA) has recently been used as a stimulant to improve the cognitive performance in young people and to have positive repercussions on the academic performance (Ruiz-Ariza et al., 2017). The present research aims to conceptualize the relationship between PA and cognition, as well as to associate different physical qualities with better or worse school performance, and thus to be able to make decisions about the kind of PA more adequate to foment from the educative and familiar areas. We used multiple linear regressions adjusting for age, sex, body mass index, and educational level of mothers, to observe the relationship between each fitness component, and school performance. Our findings are in line with previous literature, and show that a higher physical fitness is associated with better school performance (Santana et al., 2016). The PA practice increases the production of irisine in muscle, a protein that is key to the brain and learning. In addition, improvements in fitness improves brain-derived neurotrophic factor, cerebral blood flow, neuron production and the connection between them (Adkins et al., 2006), improving executive functions and stimulating learning. In conclusion, our study suggests that it is necessary to strengthen the daily PA practice from educational centers, as well as to raise awareness among families and society about its promotion. Besides, novel active teaching methodologies are presented as an opportunity to include the movement in any subject and increase class motivation, emotions, and release stress or anxiety, making a greater performance to each subject, and obtaining a higer overall cognitive performance.Actualmente existe una gran preocupación social por los bajos niveles de rendimiento escolar entre los jóvenes españoles en comparación con otros países europeos. La práctica de actividad física (AF) ha sido utilizada recientemente como estimulante para mejorar el rendimiento cognitivo de los jóvenes y repercutir positivamente sobre el académico (Ruiz-Ariza et al., 2017). El presente trabajo pretende conceptualizar dicha relación entre AF y cognición, así como asociar diferentes cualidades físicas con un mejor o peor rendimiento escolar, y poder así tomar decisiones sobre el tipo de AF más adecuado a fomentar desde el ámbito educativo y también familiar. Usamos regresiones lineales múltiples ajustando por edad, sexo, índice de masa corporal y nivel de estudios de las madres, para observar la relación entre cada componente de condición física, y el rendimiento escolar. Nuestros hallazgos van en la línea de la literatura previa, y muestran que una mayor condición física se asocia con mejor rendimiento escolar (Santana et al., 2016). La práctica de AF aumenta la producción de irisina en el músculo, una proteína que es clave para el cerebro y el aprendizaje. Además, un mayor fitness mejora el factor neurotrófico derivado del cerebro, el riego sanguíneo cerebral, la producción de neuronas y la conexión entre ellas (Adkins et al. 2006), mejorando las funciones ejecutivas y estimulando el aprendizaje. Como conclusión, nuestro trabajo sugiere que es necesario potenciar la práctica diaria de AF desde los Centros educativos, así como concienciar a las familias y a la sociedad en general de su promoción. Además, nuevas metodologías activas de enseñanza se presentan como una oportunidad para incluir el movimiento en cualquier asignatura y aumentar la motivación por la clase, conectar emociones, y liberar el estrés o la ansiedad, sacándole un mayor rendimiento a cada materia, y obteniendo un mayor rendimiento total

Efectos sociopolíticos de la construcción de la hidroeléctrica urrá i en la comunidad indígena embera catío (colombia)

The Embera Catio people live in the Nudo de Paramillo (HighSinu River, Western Mountain Chain at Colombian Andes)since ancient times. Despite the circumstances that have surroundedthem, they retain part of their culture and have soughtto keep their forms of government and social relationships thatgovern life in community. However, the construction of theUrra I hydroelectric encountered the Embera Catio with thedeterioration of a significant part of their territory, losing sacredsites and lands for cultivation, as well as the emergence of socialconflicts they were previously unaware of. This situation forcedthe Indigenous group to change its social and organizationalbehavior, and to adapt to new environmental conditions. Thiswork shows a parallel between before and after the constructionof the Urra I hydroelectric and subsequent effects on social andpolitical organization brought by the river damming

Students with excess weight obtain lower physical fitness test scores in physical education than normal weight pairs: Myth or reality?

The aim of this study was to investigate through a systematic review the possible influence of excess weight on physical fitness test results carried out by adolescents in physical education classes, taking into account potential confounders. Fourteen studies were identified in four databases (PubMed, SportDiscus, Web of Science, and SCOPUS) from January 2000 through to April 2018. Titles and abstracts were reviewed to determine whether the studies met the inclusion criteria. The quality of the reporting of the measures was assessed using a tailored list. Four studies were longitudinal and nine used a cross-sectional design. Overweight and obese youth were associated with lower cardiorespiratory fitness and motor fitness than their normal weight peers in 10 and 7 studies, respectively. Likewise, overweight and obesity impair performance in muscular fitness tests where body weight acted as ballast (i.e. standing long jump or abdominal tests), while the relationship with regard to other muscular fitness tests (i.e. handgrip) and flexibility (sit and reach) has been less studied and the results show no association. Conclusively, in adolescents, excess weight negatively influences cardiorespiratory fitness, motor fitness, and muscular tests that involve mobilizing body weight

Integrating cognitive contents in Physical Education classes: Effects on cognitive variables and emotional intelligence

The aim was to analyse the effect of a 4-week programme integrating cognitive contents in Physical Education (CogniPE) on cognitive performance (CP) and emotional intelligence (EI) of adolescents. A randomised controlled trial was conducted with a control group (CG, n=58), which performed physical exercises at low intensity (i.e., stretching or pilates), an experimental group 1, which performed small-sided games of team sports (EG1, n=62), and experimental group 2, which performed CogniPE (EG2, n=60). Intensity of exercises and scores were registered after each station to classify and motivate the teams. Selective attention and concentration increased by 11.9% and 9.2% in EG1, and by 18.2% and 14.4% in EG2, respectively, compared to CG. Mathematical calculation improved by 15.9% and 18.7% in EG1 and EG2, compared to CG. In EI, well-being improved by 10.9% in EG1, sociability improved by 12.8% in EG1 and 15.9% in EG2 compared to CG. It is concluded to use CogniPE in school context

Análisis del rendimiento en salto vertical, agilidad,

Objetivo Analizar la influencia de la categoría de edad en la capacidad de salto, sprint, agilidad y velocidad de golpeo en futbolistas jóvenes. Método Estudio transversal en el que participaron 36 jugadores de nivel subélite provenientes de las categorías inferiores (cadete y juvenil) de equipos de fútbol andaluces (edad: 15,87 ± 1,43 años; masa corporal: 65,38 ± 10,84 kg; altura: 1,71 ± 0,06 m). Se evaluó la composición corporal, el rendimiento en salto vertical (CMJ), la agilidad mediante el test de Balsom, velocidad de sprint en 5, 10, 20 y 30 m y la velocidad de golpeo con ambas piernas. Resultados Los análisis mostraron que los jugadores juveniles tienen mayor rendimiento en los test de CMJ, agilidad y velocidad de golpeo con ambas piernas que los cadetes. No se aprecian diferencias significativas (p ≥ 0,05) en la prueba de velocidad, aunque se evidencia una clara tendencia a favor de los juveniles. Conclusión Existe efecto de la edad durante la etapa de la adolescencia sobre la capacidad de salto, la agilidad, la velocidad de golpeo y, en menor medida, sobre la velocidad de jóvenes jugadores de fútbol, además de asociación entre las capacidades condicionales más influyentes en el rendimiento del futbolista

Anàlisi del rendiment en el salt vertical, agilitat i velocitat

Objectiu Analitzar la influència de la categoria d’edat en la capacitat de salt, esprint, agilitat i velocitat de xut de futbolistes joves. Mètode Estudi transversal en què participaren 36 jugadors de nivell subelit provinents de les categories inferiors (cadet i juvenil) d’equips de futbol andalusos (edat: 15,87 ± 1,43 anys; massa corporal: 65,38 ± 10,84 kg; alçada: 1,71 ± 0,06 m). S’avaluà la composició corporal, el rendiment en el salt vertical (CMJ), l’agilitat mitjançant el test de Balsom, la velocitat d’esprints en 5, 10, 20 i 30 m i la velocitat del xut amb ambdues cames. Resultats Les anàlisis mostraren que els jugadors juvenils tenien un rendiment major en els tests del CMJ, agilitat i velocitat de xut amb ambdues cames que els cadets. No s’aprecien diferències significatives (p ≥ 0,05) en la prova de velocitat, tot i que s’evidencia una tendència clara a favor dels juvenils. Conclusió Existeix l’efecte de l’edat durant l’etapa de l’adolescència sobre la capacitat de salt, l’agilitat, la velocitat de xut i, en menor mesura, sobre la velocitat dels jugadors de futbol joves, a més d’associació entre les capacitats condicionals, més influents en el rendiment del futbolista

Capacidades físicas y su relación con la memoria, cálculo matemático, razonamiento lingüístico y creatividad en adolescentes (Physical capacities and their relation with memory, mathematical calculation, linguistic reasoning, and creativity in adolescents

El objetivo del presente estudio fue analizar la asociación del nivel de condición física con variables de rendimiento cognitivo como memoria, cálculo matemático, velocidad de razonamiento lingüístico y creatividad. La muestra estaba formada por 163 adolescentes (78 chicas y 85 chicos) de 13,9 ±1,4 años. La memoria se evaluó mediante una adaptación propia basada en la prueba RIAS. Para el cálculo matemático y el razonamiento lingüístico se usaron tests ad hoc y para la creatividad el test CREA. Los análisis mostraron que la resistencia cardiorrespiratoria de los jóvenes se asocia a mejores niveles de memoria (p = ,027), cálculo matemático (p = ,035), razonamiento lingüístico (p = ,014) y creatividad (p = ,005), independientemente de la edad, sexo e índice de masa corporal de los jóvenes. Sin embargo, mejores niveles de velocidad-agilidad, fuerza y flexibilidad no se relacionaron con mejoras en ninguna de las variables dependientes analizadas (todos p > ,05). Se concluye que la resistencia cardiorrespiratoria es el componente de la condición física que en mayor medida se relaciona con altas capacidades cognitivas de los jóvenes. Se sugiere, que desde la Educación Física se implementen programas específicos para incrementar el nivel de capacidad cardiorrespiratoria, con prácticas sistemáticas especialmente durante el periodo extraescolar

Improving cognition in school children and adolescents through exergames. A systematic review and practical guide

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article. Keywords: academic performance; active video games; acute and chronic effects; cognitive performance; executive functions;  exergames; learning; motivation; physical activity; physical educatio

Long-term outcome of dental implants after maxillary augmentation with and without bone grafting

Background: This study aims to evaluate the technique of sinus bone reformation, which consists of elevating the sinus membrane and placement the implant without bone graft, compared with the widely-used technique involving raising the maxillary sinus and grafting, using animal hydroxyapatite as the filler, while simultaneously fixing the implants. Material and Methods: This is a retrospective study on two groups of patients who underwent elevation of the sinus membrane and simultaneous placement of the implant. The grafting technique was applied to one group, while the other had no graft. An alveolar ridge height of 4 to 7 mm was necessary. Radiological control was undertaken at 6 months and one year post-prosthetic loading. In each group 38 implants were placed. Results: No significant behavioural differences were observed in the implants according to the Albrektsson success criteria. Implant failure was observed in 2 implants from the bone grafting group (success rate 93%) and in 1 implant from the reformation group (success rate 97%). In this group, bone formation was observed on both sides of each implant, the bone gain was measured using image management software (2.7±0.9mm mesial and 2.6±0.9mm distal). There was no correlation between mesial and distal bone gain and implant´s length. Conclusions: The results indicate that bone reformation is a valid technique in cases involving atrophy of the posterior maxilla. Primary stability, maintenance of space by the implant, and the formation of a blood clot are crucial in this technique in order to achieve bone formation around the implant. It is an alternative to the conventional technique of sinus lift with filling material, and has several advantages over this procedure, including a lower infection risk, as it does not involve a biomaterial, reduced cost, a simpler technique, and better acceptance by the patien