Pausas activas y funciones cognitivas en el contexto escolar. Una revisión sistemática Artículos uri icon

Resumen

  • Introduction. The growing indicators of sedentary lifestyle in the child and adolescent population have raised great concern in cognitive and academic aspects, motivating the search for strategies that promote not only physical activity but also cognition. In this framework, active breaks are proposed as a strategy to promote cognitive functions during teaching and learning. Method. A systematic review was carried out under the guidelines Preferred Reporting Items for Systematic reviews and Meta-Analyses, including qualitative, quantitative and mixed studies, published until August 2025 in the Web of Science, Scopus, PubMed, PsycNet and Scielo databases. To evaluate the scientific quality of the selected articles, the Scale for Evaluating Scientific Articles in Social and Human Sciences was used. Results. Out of 279 records, 14 articles were selected that met the inclusion criteria. Studies revealed that active breaks have a positive impact on cognitive skills, mainly in attention, memory, and motivation, thus there is a positive trend in academic performance. Discussion. The findings support the development of active breaks as a strategy that enhances learning and student well-being, which opens the possibility of designing standardized and contextualized protocols for the promotion of comprehensive well-being in school classrooms. Conclusion. This research allows us to conclude that active breaks are an effective strategy to improve physical activity levels, cognitive functions, academic performance and school motivation.

Autores

  • Caamaño-Navarrete, Felipe
  • Arriagada-Hernández, Carlos
  • Sandoval Obando, Eduardo Enrique
  • Lagos-Hernández, Roberto
  • Delgado-Floody, Pedro
  • Fuentes-Vilugrón, Gerardo

fecha de publicación

  • 2025

Publicado en

Número de páginas

  • 15

Página inicial

  • 423

Última página

  • 438

Volumen

  • 74