Escape Room: Be smart, Move it!: A didactic proposal to learn about the effects of physical exercise on mental and brain health in Primary Education
DOI:
https://doi.org/10.47197/retos.v63.109017Keywords:
Escape Room, sedentary lifestyles, physical inactivity, mental health, brain health, school childrenAbstract
Introduction: The high prevalence of sedentary behaviour and insufficient physical activity in childhood is a persistent problem with serious implications for health and academic performance. Schools, supported by education legislation that underlines their importance, need to promote healthy and active habits and lifestyles. Strategies such as Escape Rooms, which motivate and encourage collaboration and reflection, could be effective in teaching students about the benefits of physical activity and reducing sedentary behaviour for physical and mental health.
Objective: The aim of this work was to provide a didactic experience through the 'Be smart, Move!' Escape Room for primary school students to learn about the effects of healthy habits and physical activity on mental and brain health. Participants' perceptions of learning and enjoyment were also assessed.
Results: The results showed a high perception of learning and enjoyment. Girls scored higher on enjoyment than boys, but the differences were not statistically significant. No statistically significant differences were found in perceptions of learning by grade, although students in grade 3 scored higher than the other groups. Regarding enjoyment, 6th graders perceived less enjoyment than the remaining grades.
Conclusions: The ‘Be Smart, Move!’ Escape Room proved to be a fun and effective way to acquire knowledge and reflect on the impact of healthy habits and physical activity on mental and brain health.
References
Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Martínez-Hortelano, J. A., & Martí-nez-Vizcaíno, V. (2017). The effect of physical activity interventions on children’s metacogni-tion: A systematic review and meta-analysis. Journal of the American Academy of Child & Ado-lescent Psychiatry, 56(9), 729–738. https://doi.org/10.1016/j.jaac.2017.06.012
Arundell, L., Fletcher, E., Salmon, J., Veitch, J., & Hinkley, T. (2016). A systematic review of the preva-lence of sedentary behavior during the after-school period among children aged 5–18 years. In-ternational Journal of Behavioral Nutrition and Physical Activity, 13(93), 1-9. https://doi.org/10.1186/s12966-016-0419-1
Barnes, J., Behrens, T. K., Benden, M. E., Biddle, S., Bond, D., Brassard, P., ... & Woodruff, S. (2012). Stand-ardized use of the terms "sedentary" and "sedentary behaviours". Applied Physiology Nutrition and Metabolism, 37, 540–542. https://doi.org/10.1139/h2012-024
Biddle, S. J., Pearson, N., Ross, G. M., & Braithwaite, R. (2010). Tracking of sedentary behaviours of young people: A systematic review. Preventive Medicine, 51(5), 345–351. https://doi.org/10.1016/j.ypmed.2010.07.018
Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate motivation and learning in computer science. Journal of Technology and Science Education, 7(2), 162–171. https://doi.org/10.3926/jotse.247
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Law-rence Erlbaum Associates.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., ... & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medi-cine & Science in Sports & Exercise, 48(6), 1197–1222. https://doi.org/10.1249/MSS.0000000000000901
Flores-Aguilar, G., & Fernández-Río, J. (2021). Gamificación. En A. Pérez-Pueyo, D. Hortigüela-Alcalá, & J. Fernández-Río (coords.), Modelos Pedagógicos en Educación Física: Qué, cómo, por qué y pa-ra qué (pp. 382–399). Universidad de León, Servicio de Publicaciones.
García Lázaro, I. (2019). Escape room como propuesta de gamificación en educación. Revista Educativa Hekademos, 27(1), 71–79.
García-Tudela, P. A., Solano-Fernández, I. M., & Sánchez-Vera, M. M. (2020). Análisis de una escape room educativa en clase de matemáticas de educación primaria. REDIMAT – Journal of Research in Mathematics Education, 9(3), 273–297. https://doi.org/10.17583/redimat.2020.4437
Garzón Mosquera, J. C., & Aragón Vargas, L. F. (2021). Sedentarismo, actividad física y salud: una revi-sión narrativa. Retos, 42, 478–499. https://doi.org/10.47197/retos.v42i0.82644
Gasol Foundation Europa. (2022). Informe preliminar estudio PASOS 2022. https://gasolfoundation.org/es/estudio-pasos/
Grao-Cruces, A., Camiletti-Moirón, D., & Sánchez-Oliva, D. (2016). Aprendizaje físicamente activo: Fun-damentos teóricos y estrategias prácticas para la materia de matemáticas en 1o y 2o de ESO. Dykinson.
Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2020). Global trends in insufficient physical activity among adolescents: A pooled analysis of 298 population-based surveys with 1.6 million partici-pants. The Lancet Child & Adolescent Health, 4(1), 23–35. https://doi.org/10.1016/S2352-4642(19)30323-2
Hayes, G., Dowd, K., MacDonncha, C., & Donnelly, A. (2019). Tracking of Physical Activity and Sedentary Behavior From Adolescence to Young Adulthood: A Systematic Literature Review. The Journal of adolescent health: Official Publication of the Society for Adolescent Medicine, 65(4), 446-454. https://doi.org/10.1016/j.jadohealth.2019.03.013.
Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), 1-16. https://doi.org/10.1186/1479-5868-7-40
Katzmarzyk, P. T., Powell, K. E., Jakicic, J. M., Troiano, R. P., Piercy, K., Tennant, B., & 2018 Physical Ac-tivity Guidelines Advisory Committee. (2019). Sedentary behavior and health: Update from the 2018 Physical Activity Guidelines Advisory Committee. Medicine & Science in Sports & Exer-cise, 51(6), 1227–1241. https://doi.org/10.1249/MSS.0000000000001935
Lu, Y., Wiltshire, H., Baker, J., Wang, Q., Ying, S., Li, J., & Lu, Y. (2022). Associations between Objectively Determined Physical Activity and Cardiometabolic Health in Adult Women: A Systematic Re-view and Meta-Analysis. Biology, 11(6), 1-35. https://doi.org/10.3390/biology11060925.
Nicholson, S. (2018). Creating engaging escape rooms for the classroom. Childhood Education, 94(1), 44–49. https://doi.org/10.1080/00094056.2018.1420363
Oliva, H. A. (2016). La gamificación como estrategia metodológica en el contexto educativo universita-rio. Realidad y Reflexión, 44(1), 30–47. https://doi.org/10.5377/ryr.v44i0.3563
Organización Mundial de la Salud. (2020). Directrices de la OMS sobre actividad física y hábitos seden-tarios: De un vistazo. https://www.who.int/es/publications/i/item/9789240014886
Ortega, F., Konstabel, K., Pasquali, E., Ruiz, J., Hurtig-Wennlöf, A., Mäestu, J., Löf, M., Harro, J., Bellocco, R., Labayen, I., Veidebaum, T., & Sjöström, M. (2013). Objectively Measured Physical Activity and Sedentary Time during Childhood, Adolescence and Young Adulthood: A Cohort Study. PLoS ONE, 8(4), e60871. https://doi.org/10.1371/journal.pone.0060871.
Palao Andrés, J. M., & Hernández Hernández, E. (2012). Validación de un instrumento para valorar la percepción del aprendizaje y el nivel de diversión del alumno en educación física. Cuadernos de Psicología del Deporte, 12(1), 25–32.
Poitras, V. J., Gray, C. E., Borghese, M. M., Carson, V., ... & Tremblay, M. S. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(3), 197–239. https://doi.org/10.1139/apnm-2015-0663
Rodriguez-Ayllon, M., Cadenas-Sánchez, C., Estévez-López, F., Muñoz, N. E., Mora-Gonzalez, J., Migueles, J. H., Molina-García, P., Henriksson, H., Mena-Molina, A., Martínez-Vizcaíno, V., Catena, A., Löf, M., Erickson, K. I., Lubans, D. R., Ortega, F. B., & Esteban-Cornejo, I. (2019). Role of physical activity and sedentary behavior in the mental health of preschoolers, children, and adolescents: A sys-tematic review and meta-analysis. Sports Medicine, 49(9), 1383–1410. https://doi.org/10.1007/s40279-019-01099-5
Rodríguez-Fernández, J. E., Rico-Díaz, J., Neira-Martín, P. J., & Navarro-Patón, R. (2021). Actividad física realizada por escolares españoles según edad y género. Retos, 39, 238–245. https://doi.org/10.47197/retos.v0i39.77252
Segura-Robles, A., & Parra-González, M. E. (2019). How to implement active methodologies in physical education: Escape room. ESHPA - Education, Sport, Health and Physical Activity, 3(2), 295–306. http://hdl.handle.net/10481/56426
Song, W., Feng, L., Wang, J., Ma, F., Chen, J., Qu, S., & Luo, D. (2022). Play smart, be smart? Effect of cog-nitively engaging physical activity interventions on executive function among children 4–12 years old: A systematic review and meta-analysis. Brain Sciences, 12(6), 762. https://doi.org/10.3390/brainsci12060762
Sterdt, E., Liersch, S., & Walter, U. (2014). Correlates of physical activity of children and adolescents: A systematic review of reviews. Health Education Journal, 73(1), 72–89. https://doi.org/10.1177/0017896912469578
Telama, R., Yang, X., Leskinen, E., Kankaanpää, A., Hirvensalo, M., Tammelin, T., Viikari, J. S., & Raitakari, O. T. (2014). Tracking of physical activity from early childhood through youth into adulthood. Medicine & Science in Sports & Exercise, 46(5), 955–962. https://doi.org/10.1249/MSS.0000000000000181
Zarco Claudio, N., Machancoses, M., & Fernández Piqueras, R. (2020). La eficacia de la escape room co-mo estrategia de motivación, cohesión y aprendizaje de matemáticas en sexto de educación primaria. Edetania. Estudios y Propuestas Socioeducativos, 56, 23–42. https://doi.org/10.46583/edetania_2019.56.507
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Jesús Violero Mellado, Yessica Segovia, Andrés Redondo-Tébar, Mairena Sánchez-López, Alberto Bermejo-Cantarero , Óscar Navarro-Martínez, Abel Ruiz-Hermosa, Ana Díez-Fernández, María Eugenia Visier-Alfonso
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
