Efecto de los juegos en la creatividad infantil en función del nivel de actividad física realizada

  1. Rodríguez-Negro, Josune 1
  2. Guijarro, Eva 2
  3. Sierra, Juan Vicente 3
  1. 1 Departamento de Música, Plástica y Expresión Corporal. Facultad de Educación, Universidad del País Vasco, España
  2. 2 Área de Didáctica de la Educación Física y Salud, Facultad de Educación, Universidad Internacional de La Rioja, España
  3. 3 Departamento de Educación Física, Arte y Educación. Facultad de Educación. Universidad de Castilla La Mancha, España
Show affiliations +
Journal:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776,  2340-924X

Year of publication: 2024

Issue Title: EJPAD 2024

Volume: 12

Issue: 1

Type: Article

DOI: 10.32457/EJPAD.V12I1.2395 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: European Journal of Child Development, Education and Psychopathology

Abstract

The main objectives of the study were 1) to analyze the relationship between physical activity and creativity in students aged 10-12 years, and 2) to measure the creativity outcomes of a game-based intervention program according to the level of physical activity of the participants. A game intervention program was carried out and the CREA and PAQ-C tests were done before (PRE) and after (POST) the intervention program. The results showed that after the game-based program, all students improved their creativity results with the CREA test (p < 0.01, TE = 0.6 to 1.3, moderate to large). However, no significant correlations (p > 0.05) were obtained between physical activity and creativity. Furthermore, no significant differences (p > 0.05) were found in the creativity according to the level of physical activity of the children. In conclusion, the present study shows that games are an effective way to improve creativity of boys and girls between 10 and 12 years old, and that there are no differences between the effect of games on creativity between boys and girls who have a medium-low and medium-high level of physical activity.

Bibliographic References

  • Arce-Larroy, O., Romaratezabala, E., Rodríguez-Negro, J. & Fernández-Lasa, U. (2021). Análisis de la influencia del número de hermanos y hermanas en el nivel de práctica de actividad física de estudiantes de educación primaria. En Innovación e investigación educativa para la formación docente. Dykinson.
  • Banaji, S., Burn, A. & Buckingham, D. (2010). The rhetorics of creativity: A literature review. Creativity, Culture and Education.
  • Barja-Fernández, S., Pino-Juste, M., Portela-Pino, I. & Leis, R. (2020). Evaluación de los hábitos de alimentación y actividad física en escolares gallegos. Nutrición Hospitalaria, 37(1), 93-100. https://dx.doi.org/10.20960/nh.02668
  • Benítez-Porres, J., Alvero-Cruz, J. R., Sardinha, L. B., López-Fernández, I. & Carnero, E. A. (2016). Valores de corte para clasificar niños y adolescentes activos utilizando el Cuestionario de Actividad Física: PAQ-C y PAQ-A. Nutrición Hospitalaria, 33(5), 1036-1044. https://dx.doi.org/10.20960/nh.564
  • Casado-Fernández, R. & Checa-Romero, M. (2020). Robótica y proyectos STEAM: Desarrollo de la creatividad en las aulas de educación primaria. Pixel Bit Revista de Medios y Educación, 58, 51-69. https://doi.org/10.12795/pixelbit.73672
  • Consejo Superior de Deportes (2011). Los hábitos deportivos de la población escolar en España. CSD.
  • Corbalan, F. J. & Limiñana, M. (2010). El genio en una botella. El test CREA, las preguntas y la creatividad. Anales de Psicología, 26(2), 197-205. https://doi.org/10.6018/analesps
  • Corbalan, F. J., Martinez, F., Donolo, D., Alonso, C., Tejerina, M. & Liminana, R. (2003). CREA. Creative intelligence. A cognitive measure for creativity. TEA ediciones.
  • Crocker, P. R. E., Bailey, D. A., Faulkner, R. A., Kowalski, K. C. & McGrath, R. (1997). Measuring general levels of physical activity: Preliminary evidence for the Physical Activity Questionnaire for Older Children. Medicine and Science in Sports and Exercise, 29, 1344-1349. https://doi.org/10.1097/00005768-199710000-00011
  • Frey, C. B. & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation?. Technological Forecasting and Social Change, 114, 254–280. https://doi.org/10.1016/j.techfore.2016.08.019
  • Frith, E., Ryu, S., Kang, M. & Loprinzi, P. D. (2019). Systematic review of the proposed associations between physical exercise and creative thinking. Europe’s Journal of psychology, 15(4), 858-877. https://doi.org/10.5964%2Fejop.v15i4.1773
  • Hillman, C. H., McAuley, E., Erickson, K. I., Liu-Ambrose, T. & Kramer, A. F. (2019). On mindful and mindless physical activity and executive function: A response to Diamond and Ling (2016). Developmental Cognitive Neuroscience, 37, 100529. https://doi.org/10.1016%2Fj.dcn.2018.01.006
  • Hopkins, W. G., Marshall, S. W., Batterham, A. M. & Hanin, J. (2009). Progressive statistics for studies in sports medicine and exercise science. Medicine and Science in Sports and Exercise, 41(1), 3-13. https://doi.org/10.1249/mss.0b013e31818cb278
  • Janssen, I. & LeBlanc, A. G. (2010). Systematic review of the health beneficts of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 11(7). https://doi.org/10.1186/1479-5868-7-40
  • Kulinna, P. H., Stylianou, M., Dyson, B., Banville, D., Dryden, C. & Colby, R. (2018). The effect of an authentic acute physical education session of dance on elementary students’ selective attention. Biomed Research International, 6, 1-8. https://doi.org/10.1155/2018/8790283
  • Latorre-Roman, P. A., Berrios-Aguayo, B., Aragón-Vela, J. & Pantoja-Vallejo, A. (2021). Effects of a 10-week active recess program in school setting on physical fitness, school aptitudes, creativity and cognitive flexibility in elementary school children. A randomised-controlled trial. Journal of Sports Sciences, 39(49), 1-10. https://doi.org/10.1080/02640414.2020.1864985
  • Latorre-Román, P. A., Pantoja-Vallejo, A. & Berrios-Aguayo, B. (2018). Acute Aerobic Exercise Enhances Students’ Creativity. Creativity Research Journal, 30(3), 310-315. https://doi.org/10.1080/10400419.2018.1488198
  • Mezcua-Hidalgo, A., Ruiz-Ariza, A., de Loureiro, V. A. F. B. & Martínez-López, E. J. (2020). Capacidades físicas y su relación con la memoria, cálculo matemático, razonamiento lingüistico y creatividad en adolescentes. Retos, 37(37), 473-479. https://doi.org/10.47197/retos.v37i37.71089
  • Neville, R. D. & Makopoulou, K. (2021). Effect of a six-week dance-based physical education intervention on primary school children's creativity: A pilot study. European Physical Education Review, 27(1), 203-220. http://dx.doi.org/10.1177/1356336X20939586
  • Organización Mundial de la Salud (2019). Plan de acción mundial sobre actividad física 2018-2030: Personas más activas para un mundo más sano. OMS.
  • Ortiz Pulido, R. & Ramírez Ortega, M. L. (2020). Actividad física, cognición y rendimiento escolar. Una breve revisión desde las neurociencias. Retos, 38, 868-878. https://doi.org/10.47197/retos.v38i38.72378
  • Rodríguez-Negro, J., Pesola, J. A. & Yanci, J. (2020). Effects and retention of different physical exercise programs on children’s cognitive and motor development. The Journal of Educational Research, 113(6), 431-437. https://doi.org/10.1080/00220671.2020.1854159
  • Ruiz-Ariza, A., Súarez-Manzano, S., López-Serrano, S. & Martínez-López, E. J. (2017). The effect of cooperative high-intensity Interval training on creativity and emotional intelligence in secondary school: A randomised controlled trial. European Physical Education Review, 25(2), 355-373. https://doi.org/10.1177/1356336X17739271
  • Santos, S., Jiménez, S., Sampaio, J. & Leite, N. (2017). Effects of the Skills4Genius sports-based training program in creative behavior. PLos ONE, 12(2), e0172520. https://doi.org/10.1371/journal.pone.0172520
  • Schneider, S., Abeln, V., Popova, J., Fomina, E., Jacubowski, A., Meeusen, R. & Struder, H. K. (2013). The influence of exercise on prefrontal cortex activity and cognitive performance during a simulated space flight to Mars (MARS500). Behavioural Brain Research, 236(1), 1-7. https://doi.org/10.1016/j.bbr.2012.08.022
  • Tilp, M., Scharf, C., Payer, G., Presker, M. & Fink, A. (2020). Physical Exercise During the Morning School-Break Improves Basic Cognitive Functions. Mind, Brain and Education, 14(1), 24-31. https://doi.org/10.1111/mbe.12228
  • Truelove, S., Vanderloo, L. M. & Tucker, P. (2017). Defining and measuring active play among young children: a systematic review. Journal of Physical Activity and Health, 14(2), 155–166. https://doi.org/10.1123/jpah.2016-0195
  • Vasilopoulos, F., Jeffrey, H., Wu, Y. & Dumontheil, I. (2023). Multi-Level Meta-Analysis of Physical Activity Interventions During Childhood: Effects of Physical Activity on Cognition and Academic Achievement. Educational Psychology Review, 35(59). https://doi.org/10.1007/s10648-023-09760-2
Data source: Dialnet