Efectos producidos por diferentes programas de interferencia contextual en la agilidad

  1. Javier Yanci Irigoyen 1
  2. Asier Los Arcos Larumbe 1
  3. Juan José Salinero Martín 2
  4. Carlos Plana Galindo 3
  5. Eneko Gil Monreal 4
  6. Ignacio Grande 5
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

  3. 3 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  4. 4 Departamento de Educación del Gobierno de Navarra
  5. 5 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

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Revista:
Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

ISSN: 1577-0354

Año de publicación: 2015

Volumen: 15

Número: 59

Páginas: 405-418

Tipo: Artículo

DOI: 10.15366/RIMCAFD2015.59.001 DIALNET GOOGLE SCHOLAR lock_openBiblos-e Archivo editor

Otras publicaciones en: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

Objetivos de desarrollo sostenible

Resumen

En este estudio participaron 76 alumnos de 9-10 años de edad de un colegio público de educación primaria (44 chicos y 32 chicas). Los participantes fueron randomizados en función del resultado del pretest en cuatro grupos: interferencia contextual baja (ICB, n=19), interferencia contextual moderada (ICM, n=19) interferencia contextual alta (ICA, n=19) y Grupo Control (GC, n=19). El objetivo de este estudio fue conocer que método de entrenamiento de la agilidad en función de la interferencia contextual baja, moderada o alta (ICB, ICM e ICA) es más efectivo en escolares de cuarto curso de educación primaria, con el fin de dilucidar qué método de desarrollo de esta capacidad resultó el idóneo en esta etapa de escolarización. La agilidad fue evaluada mediante el test MAT2. Salvo en el grupo control (CG), se obtuvieron diferencias significativas en la agilidad (test MAT2), en todos los grupos después de un programa de intervención de 4 semanas de duración en alumnos del cuarto curso de primaria. Estas diferencias han sido superiores en el grupo de ICM (p<0,01, ES=1,12). Se encontraron diferencias significativas (p<0,05, ES=0,79) en el postest entre el grupo de ICM e ICB.

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Fuente de los datos: Dialnet