Efectos de diferentes modelos de entrenamiento físico en la preparación física en la educación física escolar
DOI:
https://doi.org/10.47197/retos.v78.118757Palabras clave:
educación física, modelos de entrenamiento, Adolescentes, aptitud física, entrenamiento combinadoResumen
Introducción: La preparación física es fundamental para la educación física escolar; sin embargo, existe heterogeneidad en la efectividad de los diferentes modelos de entrenamiento para la aptitud física de los adolescentes, con pocas comparaciones empíricas en entornos educativos reales.
Objetivo: Este estudio comparó los efectos del entrenamiento interválico de alta intensidad (HIIT), el entrenamiento de resistencia, el entrenamiento combinado aeróbico-resistente y el entrenamiento en circuito sobre la preparación física multidimensional en estudiantes de secundaria.
Metodología: Un estudio cuasiexperimental paralelo de 12 semanas incluyó a 156 adolescentes de 13 a 16 años, asignados aleatoriamente a cuatro grupos de intervención y un grupo control (n=39 cada uno). La preparación física se evaluó mediante aptitud cardiorrespiratoria, fuerza, resistencia, velocidad-agilidad y flexibilidad. Los datos se analizaron mediante ANOVA de diseño mixto, pruebas post-hoc de Bonferroni y cálculo del tamaño del efecto.
Resultados: Se observaron interacciones significativas entre el tiempo y el grupo en todas las variables (p < 0,001, η²p = 0,18–0,34). El entrenamiento interválico de alta intensidad produjo las mayores mejoras en la aptitud cardiorrespiratoria (ΔVO₂máx = +4,2 ml·kg⁻¹·min⁻¹, d = 1,15). El entrenamiento de resistencia maximizó el desarrollo de la fuerza y la potencia (d = 0,91–0,98). El entrenamiento en circuito demostró una resistencia muscular superior (d = 0,96–1,02) y mejoras en la velocidad y la agilidad (d = 0,87). El entrenamiento combinado generó las adaptaciones más equilibradas en todos los dominios (media d = 0,82, DE = 0,09). Los participantes pospúberes mostraron ganancias de fuerza significativamente mayores en todos los modelos (p < 0,05).
Discusión: Los hallazgos confirmaron adaptaciones fisiológicas específicas de cada dominio en los diferentes modelos de entrenamiento, en consonancia con la literatura sobre especificidad del entrenamiento. Los resultados resaltaron la importancia de las estrategias de entrenamiento personalizadas para lograr resultados físicos específicos en la educación.
Conclusión: Los diferentes modelos de entrenamiento producen beneficios específicos en el rendimiento. Por lo tanto, las escuelas deberían implementar programas de entrenamiento físico estructurados, periodizados y orientados a resultados, y los enfoques combinados y basados en circuitos ofrecer el desarrollo físico más completo.
Referencias
Bauer, N., Sperlich, B., Holmberg, H. C., & Engel, F. A. (2022). Effects of high-intensity interval training in school on the physical performance and health of children and adolescents: A systematic re-view with meta-analysis. Sports Medicine-Open, *8*(1), 50. https://doi.org/10.1186/s40798-022-00437-8
Bento, A. F. P. D. S. (2023). Effects of a high-intensity interval training program integrated in high-school physical education classes, on physical fitness, physical activity and motivation in ado-lescents [Tesis de doctorado no publicada]. http://hdl.handle.net/10174/35064
Bossmann, T., Woll, A., & Wagner, I. (2022). Effects of different types of high-intensity interval training (HIIT) on endurance and strength parameters in children and adolescents. International Journal of Environmental Research and Public Health, *19*(11), 6855. https://doi.org/10.3390/ijerph19116855
Bouamra, M., Zouhal, H., Ratel, S., Makhlouf, I., Bezrati, I., Chtara, M., & Chaouachi, A. (2022). Concurrent training promotes greater gains on body composition and components of physical fitness than single-mode training (endurance or resistance) in youth with obesity. Frontiers in Physio-logy, *13*, 869063. https://doi.org/10.3389/fphys.2022.869063
Brunsdon, J. J., & Layne, T. (2025). Impact of occupational socialization on how physical education teachers employ character education in schools. Sport, Education and Society, *30*(7), 855-870. https://doi.org/10.1080/13573322.2024.2359514
Cao, M., Tang, Y., & Zou, Y. (2022). Integrating high-intensity interval training into a school setting im-prove body composition, cardiorespiratory fitness and physical activity in children with obesi-ty: A randomized controlled trial. Journal of Clinical Medicine, *11*(18), 5436. https://doi.org/10.3390/jcm11185436
Cheng, R., Yang, L., & Kang, S. J. (2025). A study on the relationship between high school students’ sleep quality, physical exercise, academic stress, and subjective well-being. BMC Psychology, *13*(1), 1-16. https://doi.org/10.1186/s40359-025-02497-3
Chu, Y., Chen, C., Wang, G., & Su, F. (2022). The effect of education model in physical education on stu-dent learning behavior. Frontiers in Psychology, *13*, 944507. https://doi.org/10.3389/fpsyg.2022.944507
Deng, Y., Li, X., Huang, J., Haegele, J. A., Smith, B., Williams, T. L., & Li, C. (2025). School-based factors influencing physical activity participation in children and adolescents with disabilities: A quali-tative systematic review and meta-synthesis. Disability and Health Journal, *18*(1), 101707. https://doi.org/10.1016/j.dhjo.2024.101707
Ding, H. (2025). Construction and practical exploration of diversified curriculum system in physical education teaching in colleges and universities. Frontiers in Sport Research, *7*(2), 6-12. https://doi.org/10.25236/FSR.2025.070202
Duncombe, S. L., Barker, A. R., Bond, B., Earle, R., Varley-Campbell, J., Vlachopoulos, D., & Stylianou, M. (2022). School-based high-intensity interval training programs in children and adolescents: A systematic review and meta-analysis. PLoS ONE, *17*(5), e0266427. https://doi.org/10.1371/journal.pone.0266427
Gavanda, S., Isenmann, E., Geisler, S., Faigenbaum, A., & Zinner, C. (2022). The effects of high-intensity functional training compared with traditional strength or endurance training on physical per-formance in adolescents: A randomized controlled trial. The Journal of Strength & Conditioning Research, *36*(3), 624-632. https://doi.org/10.1519/JSC.0000000000004221
González-Gálvez, N., López-Gil, J. F., Espeso-Garcia, A., Abenza-Cano, L., Mateo-Orcajada, A., & Vaquero-Cristóbal, R. (2024). Effectiveness of high intensity and sprint interval training on metabolic biomarkers, body composition, and physical fitness in adolescents: Randomized controlled trial. Frontiers in Public Health, *12*, 1425191. https://doi.org/10.3389/fpubh.2024.1425191
Gouveia, É. R., Lizandra, J., Martinho, D. V., França, C., Ihle, A., Sarmento, H., & Marques, A. (2022). The impact of different pedagogical models on moderate-to-vigorous physical activity in physical education classes. Children, *9*(12), 1790. https://doi.org/10.3390/children9121790
Jeffries, A. C., Marcora, S. M., Coutts, A. J., Wallace, L., McCall, A., & Impellizzeri, F. M. (2022). Develop-ment of a revised conceptual framework of physical training for use in research and practi-ce. Sports Medicine, *52*(4), 709-724. https://doi.org/10.1007/s40279-021-01551-5
Jovanović, R., Živković, M., Stanković, M., Zoretić, D., & Trajković, N. (2024). Effects of school-based high-intensity interval training on health-related fitness in adolescents. Frontiers in Physio-logy, *15*, 1487572. https://doi.org/10.3389/fphys.2024.1487572
Jurić, P., Dudley, D. A., & Petocz, P. (2023). Does incorporating high intensity interval training in physi-cal education classes improve fitness outcomes of students? A cluster randomized controlled trial. Preventive Medicine Reports, *32*, 102127. https://doi.org/10.1016/j.pmedr.2023.102127
Koźlenia, D., Popowczak, M., Szafraniec, R., Alvarez, C., & Domaradzki, J. (2024). Changes in muscle mass and strength in adolescents following high-intensity functional training with bodyweight resistance exercises in physical education lessons. Journal of Clinical Medicine, *13*(12), 3400. https://doi.org/10.3390/jcm13123400
Kroshus, E., Moore, A., Steiner, M. K., Nieto, C., McCleery, J., Turner, K., & Tandon, P. S. (2025). Move & Thrive: Development of a web-based training for schools about trauma-informed physical acti-vity. Journal of School Health, *95*(1), 45-55. https://doi.org/10.1111/josh.13479
Leahy, A. A., Smith, J. J., Eather, N., Harris, N., & Lubans, D. R. (2024). Integrating high-intensity interval training (HIIT) into the school setting: Benefits, criticisms, and recommendations. En Promotion of physical activity and health in the school setting (pp. 303-325). Springer Natu-re Switzerland. https://link.springer.com/chapter/10.1007/978-3-031-65595-1_14
Li, Z., Ding, T., Gao, Y., Han, X., Liu, Y., & Zhou, Z. (2024). A comparison of the effects of two protocols of concurrent resistance and aerobic training on physical fitness in middle school stu-dents. PeerJ, *12*, e17294. https://peerj.com/articles/17294/
Li, Z., Liu, Y., Han, X., & Zhou, Z. (2023). Effects of running-based versus body-weight-based high-intensity interval training on physical fitness in healthy adolescents. Frontiers in Physio-logy, *14*, 1060216. https://doi.org/10.3389/fphys.2023.1060216
Liu, J., Zhu, L., Su, Y., & Xia, B. (2022). Effects of different physical exercise programs on blood pressure in overweight children and adolescents: Systematic review and meta-analysis. BMC Pedia-trics, *25*(1), 1-15. https://doi.org/10.1186/s12887-025-05575-y
Lubans, D. R., Eather, N., Smith, J. J., Beets, M. W., & Harris, N. K. (2022). Scaling-up adolescent high-intensity interval training programs for population health. Exercise and Sport Sciences Re-views, *50*(3), 128-136. https://doi.org/10.1249/JES.0000000000000287
Maltagliati, S., Fessler, L., Yu, Q., Zhang, Z., Chen, Y., Dupuy, O., & Cheval, B. (2025). Effort minimization: A permanent, dynamic, and surmountable influence on physical activity. Journal of Sport and Health Science, *14*, 100971. https://doi.org/10.1016/j.jshs.2024.100971
Martins, J. ., Honório, S., & Cardoso, . J. . (2023). Niveles de condición física en estudiantes con y sin ca-pacidades de entrenamiento – Un estudio comparativo en clases de educación física (Physical fitness levels in students with and without training capacities – A comparative study in physical education classes). Retos, 47, 43-50. https://doi.org/10.47197/retos.v47.94656
Martins, J., Varela, A. R., Costa, J., Onofre, M., Dudley, D., Cristão, R., & Tassitano, R. (2025). Worldwide policy, surveillance, and research on physical education and school-based physical activity: The global Observatory for Physical Education (GoPE!) conceptual framework and research proto-col. Journal of Physical Activity and Health, *1*(aop), 1-13. https://doi.org/10.1123/jpah.2024-0170
Meerits, P. R., Tilga, H., & Koka, A. (2025). Web-based intervention program to foster need-supportive behaviors in physical education teachers and parents: A cluster-randomized controlled study to increase students’ intention and effort to engage in physical activity. BMC Public Health, *25*(1), 2142. https://doi.org/10.1186/s12889-025-22590-x
Mendonça, F. R., de Faria, W. F., da Silva, J. M., Massuto, R. B., Dos Santos, G. C., Correa, R. C., & Neto, A. S. (2022). Effects of aerobic exercise combined with resistance training on health-related physical fitness in adolescents: A randomized controlled trial. Journal of Exercise Science & Fit-ness, *20*(2), 182-189. https://doi.org/10.1016/j.jesf.2022.03.002
Meng, C., Yucheng, T., Shu, L., & Yu, Z. (2022). Effects of school-based high-intensity interval training on body composition, cardiorespiratory fitness and cardiometabolic markers in adolescent boys with obesity: A randomized controlled trial. BMC Pediatrics, *22*(1), 112. https://doi.org/10.1186/s12887-021-03079-z
Milenković, D. (2022). Effect of 8-week circuit training on the development of different forms of mus-cle strength in physical education. Journal on Efficiency and Responsibility in Education and Science, *15*(4), 221-227. https://doi.org/10.7160/eriesj.2022.150403
Qin, L., Ho, W. K. Y., Xu, B., & Khoo, S. (2025). Developing a model of quality physical education in the Chinese context: A grounded theory investigation of secondary school physical education teachers’ perceptions. Frontiers in Public Health, *13*, 1569222. https://doi.org/10.3389/fpubh.2025.1569222
Ricci, J. M., Currie, K. D., Astorino, T. A., Erickson, K., & Pfeiffer, K. A. (2023). Program evaluation and preliminary efficacy of fitness and skill-based high-intensity interval training in physical educa-tion. Research Quarterly for Exercise and Sport, *94*(4), 1042-1052. https://doi.org/10.1080/02701367.2022.2110557
Rocliffe, P., O’Keeffe, B. T., Sherwin, I., Mannix-McNamara, P., & MacDonncha, C. (2023). School-based physical education, physical activity and sports provision: A concept mapping framework for evaluation. PLoS ONE, *18*(6), e0287505. https://doi.org/10.1371/journal.pone.0287505
Rosenkranz, R. R., Ridley, K., Guagliano, J. M., & Rosenkranz, S. K. (2023). Physical activity capability, opportunity, motivation and behavior in youth settings: Theoretical framework to guide physi-cal activity leader interventions. International Review of Sport and Exercise Psycho-logy, *16*(1), 529-553. https://doi.org/10.1080/1750984X.2021.1904434
Shi, C., & Huang, X. (2025). Optimizing social structures to improve adolescents' physical health: A structural functionalism approach in China. International Journal of Education and Humani-ties, *5*(1), 114-125. https://doi.org/10.58557/(ijeh).v5i1.292
Stähler, J., Bieleke, M., Wolff, W., & Schüler, J. (2025). Different functions of physical effort in physical activity and sports: A scoping review of the value of physical effort. Motivation and Emotion, 1-25. https://doi.org/10.1007/s11031-025-10123-3
Videira-Silva, A., Hetherington-Rauth, M., Sardinha, L. B., & Fonseca, H. (2023). Combined high-intensity interval training as an obesity-management strategy for adolescents. European Journal of Sport Science, *23*(1), 109-120. https://doi.org/10.1080/17461391.2021.1995508
Wang, P., Gao, X., Cui, X., & Shi, C. (2025). Associations between physical exercise and social-emotional competence in primary school children. Scientific Reports, *15*(1), 19554. https://doi.org/10.1038/s41598-025-02871-6
Xie, C., Zhang, Z., Zhang, X., Li, Y., Shi, P., & Wang, S. (2025). Effects of interventions on physical activity behavior change in children and adolescents based on a trans-theoretical model: A systematic review. BMC Public Health, *25*(1), 657. https://doi.org/10.1186/s12889-025-21336-z
Yu, S., Wang, T., Zhong, T., Qian, Y., & Qi, J. (2022). Barriers and facilitators of physical activity participa-tion among children and adolescents with intellectual disabilities: A scoping re-view. Healthcare, *10*(2), 233. https://doi.org/10.3390/healthcare10020233
Yunus, M., Raharjo, S., Suwanto, W., Pelana, R., & Giang, N. T. (2024). The effect of high-intensity circuit training on physical fitness in healthy young males. Retos, 54, 243-247. https://doi.org/10.47197/retos.v54.102904
Zhang, J., Geok Soh, K., Bai, X., Mohd Anuar, M. A., & Xiao, W. (2024). Optimizing learning outcomes in physical education: A comprehensive systematic review of hybrid pedagogical models integra-ted with the Sport Education Model. PLoS ONE, *19*(12), e0311957. https://doi.org/10.1371/journal.pone.0311957
Zuo, C., Ma, X., Yang, Y., Cui, Y., & Ye, C. (2023). School-based high-intensity interval exercise program in children with overweight induce a greater improvements in body composition and physical fit-ness than moderate-intensity continuous exercise. BMC Public Health, *23*(1), 2210. https://doi.org/10.1186/s12889-023-17149-7
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Liu Yu, Tolegenuly Nurzhan
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
