Relación entre el nivel de condición física y la inteligencia del alumnado de Educación Infantil

David Zamorano-García; Juan Gregorio Fernández-Bustos; Juan Ángel Simón-Piqueras; Pedro Gil-Madrona; Raquel González-Martínez

doi:10.24310/riccafd.2023.v12i2.17417

Autores/as

David Zamorano-García Universidad de Castilla - La Mancha España https://orcid.org/0000-0001-5785-0215
Juan Gregorio Fernández-Bustos Universidad de Castilla - La Mancha España https://orcid.org/0000-0001-5429-9077
Juan Ángel Simón-Piqueras Universidad de Castilla - La Mancha España https://orcid.org/0000-0002-5851-523X
Pedro Gil-Madrona Universidad de Castilla - La Mancha España https://orcid.org/0000-0002-1503-6394
Raquel González-Martínez Universidad de Castilla - La Mancha España

DOI:

https://doi.org/10.24310/riccafd.2023.v12i2.17417

Palabras clave:

physical activity, physical fitness, intelligence, intelligence quotient, early childhood education

Agencias: Universidad de Castilla - La Mancha

Resumen

Son cada vez más conocidos los beneficios derivados de la mejora de la condición física, concretamente en relación con la cognición, aunque son necesarias más evidencias vinculadas a la inteligencia, especialmente en edades tempranas.

Así, el objetivo de esta investigación fue comprobar la posible relación entre los diferentes componentes de la condición física orientada a la salud (CFS) (composición corporal, capacidad músculo – esquelética, capacidad motora y capacidad cardiorrespiratoria) y la inteligencia. La muestra la compuso 25 participantes (13 varones y 12 mujeres) de una edad comprendida entre los 5 y los 6 años, del tercer curso de Educación Infantil. Se utilizaron dos instrumentos de evaluación; la batería PREFIT para medir los diferentes componentes de la CFS y el test de Goodenough para medir la inteligencia en términos de coeficiente intelectual (CI).

Los resultados mostraron correlación significativa entre inteligencia y capacidad cardiorrespiratoria, así como con la capacidad músculo – esquelética (salto de longitud con pies juntos) y sus respectivos percentiles. Además, los participantes del grupo de inteligencia alta mostraron mejores resultados en todos los componentes de la CFS que el resto.

Coincidiendo con algunos estudios previos, niveles superiores de CFS se asocian positiva y significativamente con la inteligencia en escolares de Educación Infantil. Por ello, se destaca la relevancia de fomentar la práctica de actividad física orientada al desarrollo de la CFS desde edades muy tempranas, especialmente en el contexto de la Educación Física escolar.

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