Efectos psicológicos de las diferentes modalidades de descansos activos durante las clases universitarias
DOI:
https://doi.org/10.47197/retos.v82.117892Palabras clave:
Alumnado universitario, atención, bienestar, fatiga mental, motivaciónResumen
Introducción: A pesar de la evidencia sobre los beneficios de los descansos activos, la investigación en universitarios es limitada.
Objetivo: Analizar el impacto de diversas modalidades de descansos activos en la motivación, atención, estado de ánimo y fatiga mental en estudiantes universitarios.
Metodología: Diseño cuasiexperimental de medidas repetidas pre y postest con estudiantes de grado (media = 19.86 años, DE = 1.62). Durante 10 semanas se aplicaron sesiones con o sin descansos activos (3-5 min) de cuatro modalidades: juegos, yoga, HIIT y danza. Las variables se evaluaron mediante escalas visuales analógicas en tres momentos por sesión, analizándose con modelos lineales de efectos mixtos y comparaciones post hoc de Bonferroni.
Resultados: Se hallaron interacciones significativas Condición X Tiempo para motivación (p < 0.001), atención (p < 0.001) y fatiga mental (p = 0.003). En comparación al descanso pasivo, la danza mejoró motivación, atención y fatiga a mitad de clase, manteniendo la atención alta al final. Los juegos aumentaron motivación y atención a mitad y final de la sesión. El yoga incrementó motivación y atención a mitad de clase, y el HIIT solo la motivación en ese momento. No hubo diferencias significativas en estado de ánimo, entre modalidades ni por sexo.
Conclusión: Los descansos activos inducen efectos agudos favorables en motivación, atención y fatiga mental en universitarios. Pese a las variaciones en los patrones de resultados entre modalidades, ninguna demostró ser estadísticamente superior a las demás.
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Derechos de autor 2026 Josep Vidal-Conti, Aina M Galmes-Panades, Olalla García-Taibo
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