Entrenamiento interválico de alta intensidad: efectos competitivos y no competitivos sobre la condición física en adolescentes escolares
DOI:
https://doi.org/10.47197/retos.v76.117930Palabras clave:
Adolescentes, dinámica competitiva, Educación Física, entrenamiento interválico de alta intensidad, condición físicaResumen
Introducción: La población adolescente tiene una baja adherencia a las recomendaciones de actividad física vigorosa, y las clases de educación física representan una oportunidad para mejorar la adherencia a las recomendaciones de la OMS.
Objetivo: Este estudio evaluó los efectos de un programa de entrenamiento interválico de alta intensidad (HIIT) con componente competitivo frente a HIIT no competitivo y un grupo control sobre la condición física de adolescentes.
Metodología: Participaron 199 estudiantes (93 chicas), de 15 a 17 años, en una intervención de 10 semanas en dos institutos públicos de Mallorca, España. La condición física se evaluó mediante capacidad cardiorrespiratoria, fuerza de miembros inferiores y superiores, rendimiento en saltos, índice de masa corporal y circunferencia de cintura.
Resultados: El grupo HIIT competitivo, con un sistema de ranking semanal, no mostró mejoras significativas. El grupo HIIT estándar presentó incrementos en fuerza muscular (+2,8, p < 0,001) y rendimiento en saltos (+5,0, p = 0,011). El grupo control mejoró en capacidad cardiorrespiratoria (+1,7, p < 0,001), fuerza muscular (+1,3, p = 0,035) y circunferencia de cintura (–1,2, p = 0,006).
Discusión: Los resultados coinciden con estudios previos que destacan los beneficios del HIIT en entornos escolares, sugiriendo que los elementos competitivos requieren estrategias motivacionales más atractivas que un simple sistema de ranking para mejorar la adherencia.
Conclusiones: El HIIT puede mejorar la condición física de los adolescentes en la escuela, pero la dinámica competitiva debe diseñarse cuidadosamente para maximizar motivación y participación. Se sugiere explorar estrategias innovadoras y variadas que incorporen factores motivacionales contextuales.
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