El presente estudio analiza la implementación de una estrategia para aumentar los niveles de actividad física en escolares, simultáneamente a la impartición de asignaturas teóricas, en un centro escolar público. Para este fin, se integraron, en el aula tradicional, mini bicicletas estáticas bajo el pupitre, en adelante bike desks, un tipo de pupitre activo que facilita el pedaleo durante la clase. Tras comprobar su viabilidad en 157 estudiantes de Enseñanza Secundaria, se procedió a conocer la influencia del pedaleo tanto en el rendimiento académico matemático, como en la condición física del alumnado. Para ello, se focalizó la intervención en 27 estudiantes del mismo grupo clase siendo divididos aleatoriamente en grupo de intervención PEDAL (N=14; 13.14 ± 0.36 años; 35.7% mujeres), que usaba bike desks durante sus cuatro sesiones semanales de Matemáticas, y en grupo control (N=13; 13.23 ± 0.44 años; 30.8% mujeres) que asistía a sus clases con normalidad, no existiendo diferencias significativas previas entre ambos grupos. Del análisis de los datos post-test, se obtuvieron diferencias estadísticamente significativas a favor del grupo PEDAL en condición física (20m shuttle run test) y, en cuanto a la competencia matemática (test de estadística, Evaluación 6º Comunidad Madrid), no se detectó significatividad entre ambos grupos, si bien, los resultados del grupo PEDAL fueron generalmente mejores. Por tanto, se considera necesario que los centros escolares busquen estrategias, como la que presenta este proyecto, que ofrezcan oportunidades de actividad física.

Abstract

The present study analyzes a strategy implemented in a public school in order to increase scholars´ physical activity levels during theoretical subjects. For this purpose, mini static bicycles under the desk, hereinafter bike desks, were integrated in the traditional classroom. Students pedal on these active desks while they pay attention to the lesson. After verifying its feasibility in 157 high school students, the influence of pedaling was tested on both students’ mathematical and physical fitness competence. To this end, the intervention was focused on 27 same class students, randomly divided into a PEDAL intervention group (N = 14; 13.14 ± 0.36 years; 35.7% women), who used the bike desks during their four weekly math sessions, and in a control group (N = 13; 13.23 ± 0.44 years; 30.8% women) who attended their classes normally, with no significant previous differences between groups. From the post-test analysis, regarding physical fitness (20m shuttle run test) statistically significant differences were obtained in favor of the PEDAL group and, in terms of mathematical competence (statistical test, Community of Madrid 6^th grade assessment) no significance was detected between both groups, although PEDAL group results were better. Therefore, schools should seek strategies, such as the one presented in this project, to provide physical activity opportunities.

https://doi.org/10.5232/ricyde2020.06201

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