DESCANSOS ACTIVOS: OPTIMIZACIÓN DE TIEMPO, GRADOS ESCOLARES Y TIPOS

Henry Juan Javier Ninahuaman; Ali Edmundo Rojas Ginche,; Juan Canchumanya Popi; Liz Alderete Callupe; Carlos Arauzo Gallardo; Grimaldo Quispe Santivañez

doi:10.25112/RPR.V1.3504

DESCANSOS ACTIVOS: OPTIMIZACIÓN DE TIEMPO, GRADOS ESCOLARES Y TIPOS

Translated title of the contribution: ACTIVE BREAKS: OPTIMIZATION OF TIME,SCHOOL GRADES AND TYPES

Henry Juan Javier Ninahuaman
, Ali Edmundo Rojas Ginche,
, Juan Canchumanya Popi
, Liz Alderete Callupe
, Carlos Arauzo Gallardo
, Grimaldo Quispe Santivañez

Research output: Contribution to journal › Original Article › peer-review

1 Scopus citations

Abstract

The study optimizes the achievement of academic performance through the variables: school grade, type of breaks and time of interruption of classes. By quantitative approach or, longitudinal, experimental and response surface method of central composite design in order of 26 runs, with axial and central points (-1,0,1). Its results indicate optimal values of academic achievement (92.8%) when applying mindfulness breaks with interruption parameters every 44.84 minutes in the second and third grades of secondary school (2.81). It is concluded that full-minded active break, achieves better academic performance than playful break.

Translated title of the contribution	ACTIVE BREAKS: OPTIMIZATION OF TIME,SCHOOL GRADES AND TYPES
Original language	Spanish
Pages (from-to)	238-268
Number of pages	31
Journal	Praksis
Volume	21
Issue number	1
DOIs	https://doi.org/10.25112/RPR.V1.3504
State	Indexed - 2024
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2024 UNIVERSIDADE FEEVALEÂ. All rights reserved.

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title = "DESCANSOS ACTIVOS: OPTIMIZACI{\'O}N DE TIEMPO, GRADOS ESCOLARES Y TIPOS",

abstract = "The study optimizes the achievement of academic performance through the variables: school grade, type of breaks and time of interruption of classes. By quantitative approach or, longitudinal, experimental and response surface method of central composite design in order of 26 runs, with axial and central points (-1,0,1). Its results indicate optimal values of academic achievement (92.8\%) when applying mindfulness breaks with interruption parameters every 44.84 minutes in the second and third grades of secondary school (2.81). It is concluded that full-minded active break, achieves better academic performance than playful break.",

keywords = "Active breaks, brain movement, breakout classroom, cognitive brain, physical activity intervention, sedentary classroom",

author = "\{Javier Ninahuaman\}, \{Henry Juan\} and \{Rojas Ginche,\}, \{Ali Edmundo\} and \{Canchumanya Popi\}, Juan and \{Alderete Callupe\}, Liz and \{Arauzo Gallardo\}, Carlos and \{Quispe Santiva{\~n}ez\}, Grimaldo",

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doi = "10.25112/RPR.V1.3504",

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T2 - OPTIMIZACIÓN DE TIEMPO, GRADOS ESCOLARES Y TIPOS

AU - Javier Ninahuaman, Henry Juan

AU - Rojas Ginche,, Ali Edmundo

AU - Canchumanya Popi, Juan

AU - Alderete Callupe, Liz

AU - Arauzo Gallardo, Carlos

AU - Quispe Santivañez, Grimaldo

PY - 2024

Y1 - 2024

N2 - The study optimizes the achievement of academic performance through the variables: school grade, type of breaks and time of interruption of classes. By quantitative approach or, longitudinal, experimental and response surface method of central composite design in order of 26 runs, with axial and central points (-1,0,1). Its results indicate optimal values of academic achievement (92.8%) when applying mindfulness breaks with interruption parameters every 44.84 minutes in the second and third grades of secondary school (2.81). It is concluded that full-minded active break, achieves better academic performance than playful break.

AB - The study optimizes the achievement of academic performance through the variables: school grade, type of breaks and time of interruption of classes. By quantitative approach or, longitudinal, experimental and response surface method of central composite design in order of 26 runs, with axial and central points (-1,0,1). Its results indicate optimal values of academic achievement (92.8%) when applying mindfulness breaks with interruption parameters every 44.84 minutes in the second and third grades of secondary school (2.81). It is concluded that full-minded active break, achieves better academic performance than playful break.

KW - Active breaks

KW - brain movement

KW - breakout classroom

KW - cognitive brain

KW - physical activity intervention

KW - sedentary classroom

UR - https://www.scopus.com/pages/publications/85191537800

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M3 - Artículo original

AN - SCOPUS:85191537800

SN - 2448-1939

VL - 21

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EP - 268

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JF - Praksis

IS - 1

ER -

DESCANSOS ACTIVOS: OPTIMIZACIÓN DE TIEMPO, GRADOS ESCOLARES Y TIPOS

Abstract

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