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

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

Producción científica: Artículo Científico › Artículo original › revisión exhaustiva

Resumen

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.

Título traducido de la contribución	ACTIVE BREAKS: OPTIMIZATION OF TIME,SCHOOL GRADES AND TYPES
Idioma original	Español
Páginas (desde-hasta)	238-268
-	31
Publicación	Praksis
Volumen	21
N.º	1
DOI	https://doi.org/10.25112/RPR.V1.3504
Estado	Indizado - 2024
Publicado de forma externa	Sí

Nota bibliográfica

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

Palabras clave

Active breaks
brain movement
breakout classroom
cognitive brain
physical activity intervention
sedentary classroom

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10.25112/RPR.V1.3504

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AU - Popi, Juan Canchumanya

AU - Callupe, Liz Alderete

AU - Gallardo, Carlos Arauzo

AU - Santivañez, Grimaldo Quispe

PY - 2024

Y1 - 2024

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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.

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DESCANSOS ACTIVOS: OPTIMIZACIÓN DE TIEMPO, GRADOS ESCOLARES Y TIPOS

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