Search

Referencias bibliográficas: • Ahamed, Y., Macdonald, H., Reed, K., Naylor, P. J., Liu-Ambrose, T., & McKay, H. (2007). School-based physical activity does not compromise children’s academic performance. Medicine & Science in Sports & Exercise, 39, 371–376. • Ardoy, D. N., Fernández-Rodríguez, J. M., Jiménez-Pavón, D., Castillo, R., Ruiz, J. R., & Ortega, F. B. (2014). A Physical Education trial improves adolescents’ cognitive performance and academic achievement: the EDUFIT study. Scandinavian Journal of Medicine and Sciences in Sports, 24(1):e52-61. doi: 10.1111/sms.12093. • Archer, T., & García, D. (2014). Physical exercise influences academic performance and well-being in children and adolescents. International Journal of School and Cognitive Psychology, 1(1). http://dx.doi.org/ 10.4172/1234-3425.1000e102. • Arnett, C. (1968). Interrelationships between selected physical variables and academic achievement of college women. Research Quarterly, 39, 227-230. • Aviles, C., Ruiz, L. M., Navia, J. A., Rioja, N., & Sanz, D. (2014). La pericia perceptivo-motriz en el deporte: Del enfoque ecológico y dinámico a la enacción. Anales de Psicología, 30(2), 725-737. • Bailey, R., Armour, K., Kirk, D., Jess, M., & Ian Pickup, R. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1),1-27. • Cantell, M., Crawford, S.G., & Doyle-Baker, P.K. (2008). Physical fitness and health indices in children, adolescents and adults with high or low motor competence. Human Movement Science, 27, 344-362. • Cañadas, L., Esteban-Cornejo, I., Ortega, F.B., Gómez-Martínez, S., Casajús, J.A., Cabero, M. J., et al. (2015). Straight-A students dislike physical education in adolescence: myth or truth? The AVENA, AFINOS and UP&DOWN studies. Nutrición Hospitalaria, 32(1), 318-323. doi:10.3305/nh.2015.32.1.8924. • Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement, En el presente estudio se analizaron las relaciones existentes entre la coordinación motriz global y el rendimiento escolar en un grupo deadolescentes de educación secundaria obligatoria. Para ello se aplicó a 480 estudiantes (171 mujeres y 309 varones), con una edad media de 13.33 años (DE: 1.41), un test de coordinación motriz y se obtuvieron las resultados promedio de todas las materias cursadas en el curso académico. Los resultados mostraron que existían bajas, pero consistentes, relaciones positivas entre el rendimiento académico y el rendimiento coordinativo. Los escolares con mayor rendimiento académico mostraron progresivamente un mayor rendimiento coordinativo. Estos resultados se unen a los obtenidos en estudios anteriores en los que se reconocen relaciones ligeras entre el rendimiento académico y motor principalmente cuando se trata de tareas de coordinación motriz., The aim of this study was to analyse the relationships between motor co-ordination and academic achievement in a group of SpanishSecondary Education adolescents. For this purpose, a motor coordination test was applied to 480 students (171 girls and 309 boys) with an average age of 13.33 years (SD: 1.41). The academic achievement consisted in the average result of all the subjects studied during the academic year by the students.Results showed that there were slight, but consistent, positive relationship between academic and motor performance. The students with higher academic performances showed a progressive higher motor co-ordination. These results together with those found in the available research, recognize the complex relationships between academic achievement and motor performance, especially when it is related to motor coordination tasks., Depto. de Didáctica de las Lenguas, Artes y Educación Física, Fac. de Educación, TRUE, pub

Referencias bibliográficas: • Ahamed, Y., Macdonald, H., Reed, K., Naylor, P. J., Liu-Ambrose, T., & McKay, H. (2007). School-based physical activity does not compromise children’s academic performance. Medicine & Science in Sports & Exercise, 39, 371–376. • Ardoy, D. N., Fernández-Rodríguez, J. M., Jiménez-Pavón, D., Castillo, R., Ruiz, J. R., & Ortega, F. B. (2014). A Physical Education trial improves adolescents’ cognitive performance and academic achievement: the EDUFIT study. Scandinavian Journal of Medicine and Sciences in Sports, 24(1):e52-61. doi: 10.1111/sms.12093. • Archer, T., & García, D. (2014). Physical exercise influences academic performance and well-being in children and adolescents. International Journal of School and Cognitive Psychology, 1(1). http://dx.doi.org/ 10.4172/1234-3425.1000e102. • Arnett, C. (1968). Interrelationships between selected physical variables and academic achievement of college women. Research Quarterly, 39, 227-230. • Aviles, C., Ruiz, L. M., Navia, J. A., Rioja, N., & Sanz, D. (2014). La pericia perceptivo-motriz en el deporte: Del enfoque ecológico y dinámico a la enacción. Anales de Psicología, 30(2), 725-737. • Bailey, R., Armour, K., Kirk, D., Jess, M., & Ian Pickup, R. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1),1-27. • Cantell, M., Crawford, S.G., & Doyle-Baker, P.K. (2008). Physical fitness and health indices in children, adolescents and adults with high or low motor competence. Human Movement Science, 27, 344-362. • Cañadas, L., Esteban-Cornejo, I., Ortega, F.B., Gómez-Martínez, S., Casajús, J.A., Cabero, M. J., et al. (2015). Straight-A students dislike physical education in adolescence: myth or truth? The AVENA, AFINOS and UP&DOWN studies. Nutrición Hospitalaria, 32(1), 318-323. doi:10.3305/nh.2015.32.1.8924. • Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2007). Physical fitness and academic achievement, En el presente estudio se analizaron las relaciones existentes entre la coordinación motriz global y el rendimiento escolar en un grupo deadolescentes de educación secundaria obligatoria. Para ello se aplicó a 480 estudiantes (171 mujeres y 309 varones), con una edad media de 13.33 años (DE: 1.41), un test de coordinación motriz y se obtuvieron las resultados promedio de todas las materias cursadas en el curso académico. Los resultados mostraron que existían bajas, pero consistentes, relaciones positivas entre el rendimiento académico y el rendimiento coordinativo. Los escolares con mayor rendimiento académico mostraron progresivamente un mayor rendimiento coordinativo. Estos resultados se unen a los obtenidos en estudios anteriores en los que se reconocen relaciones ligeras entre el rendimiento académico y motor principalmente cuando se trata de tareas de coordinación motriz., The aim of this study was to analyse the relationships between motor co-ordination and academic achievement in a group of SpanishSecondary Education adolescents. For this purpose, a motor coordination test was applied to 480 students (171 girls and 309 boys) with an average age of 13.33 years (SD: 1.41). The academic achievement consisted in the average result of all the subjects studied during the academic year by the students.Results showed that there were slight, but consistent, positive relationship between academic and motor performance. The students with higher academic performances showed a progressive higher motor co-ordination. These results together with those found in the available research, recognize the complex relationships between academic achievement and motor performance, especially when it is related to motor coordination tasks., Depto. de Didáctica de las Lenguas, Artes y Educación Física, Fac. de Educación, TRUE, pub