Search

El objetivo de esta investigación es examinar el efecto de un programa de educación física emocional en la inteligencia emocional de estudiantes universitarios (futuros docentes). 104 estudiantes universitarios del País Vasco participaron en este estudio, 58 mujeres y 46 hombres. Se realizó un estudio cuasi-experimental, un diseño de medidas repetidas pretest-postest con grupo de control. Para medir la Inteligencia Emocional se usó el Trait Meta-Mood Scale (TMMS-24). Se realizaron análisis de covarianza (ANCOVA) para analizar el efecto del programa en la Inteligencia Emocional. Los resultados confirman que hay diferencias significativas entre los valores pretest-postest entre el grupo experimental y el control en la dimensión de Claridad Emocional. Este estudio muestra la eficacia del programa de educación física emocional en la mejora de la IE. Estos resultados sugieren la necesidad de realizar intervenciones dirigidas al desarrollo de la inteligencia emocional en estudiantes universitarios.

(1) Background: Society’s shift to a tech-focused era and has created a hyper-connected, sedentary lifestyle. The purpose of this study is to address two objectives: firstly, to describe and analyze the effects of an active breaks program associated with the learning of curricular content (CF-AB) on levels of attention, concentration, and academic performance (AP); secondly, to examine the relationship between intense physical activity (PA), attention, concentration, academic self-concept, basic psychological needs, and academic performance in schoolchildren who practice CF-ABs. (2) Method: A randomized controlled trial quasi-experimental pre-test/post-test study with a non-probabilistic sample included 313 secondary school students divided into intervention and control groups. The intervention, a curricular-focused academic break (CF-AB) (8 weeks, 5–10 min/session), is taken in the middle of the class and linked with the subject content. Measuring instruments: Attention Test D2, ad hoc test for the AP, self-concept AF5, Basic Psychological Needs Satisfaction Scale in General (BNSG-S), and the Global PA Questionnaire (GPAC.V2). (3) Results: Attention and concentration improved in both groups, with no significant differences. There were no significant differences in academic self-concept, but the intervention group showed higher scores in basic psychological needs. AP correlated positively with concentration, academic self-concept, and physical activity. A proportion of 20% of the variance of AP in spelling is explained by the regression model. Students who improved the most in AP practiced intense PA outside school, with good self-concept and satisfactory social relationships. Although concentration was related to AP, it did not explain the improvement. (4) Conclusion: CF-ABs may have a positive impact on attention and AP, with socioemotional factors and PA playing an important role in this effect. (5) Limitations and Future Research: The relationship between PA per