Efectos producidos por diferentes programas de interferencia contextual en la agilidad

• Javier Yanci ^[1] ; Asier Los Arcos ^[1] ; J.J Salinero ^[2] ; C. Plana ^[3] ; Eneko Gil Monreal ^[4] ; Ignacio Grande ^[5]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
  2. [2] Universidad Camilo José Cela

     Universidad Camilo José Cela

     Villanueva de la Cañada, España

     
  3. [3] Universidad de Zaragoza

     Universidad de Zaragoza

     Zaragoza, España

     
  4. [4] Gobierno de Navarra

     Gobierno de Navarra

     Pamplona, España

     
  5. [5] Universidad Politécnica de Madrid

     Universidad Politécnica de Madrid

     Madrid, España

     

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• Localización: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, ISSN-e 1577-0354, Vol. 15, Nº. 59, 2015, págs. 405-418
• Idioma: español
• DOI: 10.15366/rimcafd2015.59.001
• Títulos paralelos:
  • Effects of different contextual interference programs in agility
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    En este estudio participaron 76 alumnos de 9-10 años de edad de un colegio público de educación primaria (44 chicos y 32 chicas). Los participantes fueron randomizados en función del resultado del pretest en cuatro grupos: interferencia contextual baja (ICB, n=19), interferencia contextual moderada (ICM, n=19) interferencia contextual alta (ICA, n=19) y Grupo Control (GC, n=19). El objetivo de este estudio fue conocer que método de entrenamiento de la agilidad en función de la interferencia contextual baja, moderada o alta (ICB, ICM e ICA) es más efectivo en escolares de cuarto curso de educación primaria, con el fin de dilucidar qué método de desarrollo de esta capacidad resultó el idóneo en esta etapa de escolarización. La agilidad fue evaluada mediante el test MAT2. Salvo en el grupo control (CG), se obtuvieron diferencias significativas en la agilidad (test MAT2), en todos los grupos después de un programa de intervención de 4 semanas de duración en alumnos del cuarto curso de primaria. Estas diferencias han sido superiores en el grupo de ICM (p<0,01, ES=1,12). Se encontraron diferencias significativas (p<0,05, ES=0,79) en el postest entre el grupo de ICM e ICB.

  • English

    This study involved 76 students from 9-10 years old in a public elementary school (44 boys and 32 girls). Participants were randomized to the outcome of the pretest into four groups: low contextual interference (ICB, n = 19), moderate contextual interference (ICM, n = 19) high contextual interference (ICA, n = 19) and Control Group (GC, n = 19). The aim of this study was to determine which method of agility training (ICB, ICM or ICA) is more effective in primary school children (9-10 years), in order to figure out what method of development of this capacity was the appropriate at this stage of schooling. The agility was evaluated by MAT2 test. Except in the control group (GC), there were significant differences in agility (MAT2 test) in all groups (ICB, ICM and ICA) after an intervention program of 4-week fourth-year students of elementary school. These differences have been higher in the ICM group (p<0.01, ES=1.12). We found significant differences (p<0.05, ES=0.79) in the posttest between the ICM and ICB group.

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