Cite

Romero-Ramos N., Romero-Ramos Ó., González A.J. (2021). Physical activity and cognitive functions in older people: A systematic review of the last 5 years. Retos 39, 1017-23. DOI: 10.47197/retos.v0i39.79960 [in Spanish] Search in Google Scholar

Romero-Ramos N., Romero-Ramos O., González-Suárez A., Lobach Y. (2022). Effect of confinement on emotional state in a sample of Panamanian inhabitants. Revista Investigación y Pensamiento Crítico 10(1), 12-24. DOI: 10.37387/ ipc.v10i1.272 [in Spanish] Search in Google Scholar

Warburton D.E.R., Bredin S.S.D. (2017). Health benefits of physical activity: a systematic review of current systematic reviews. Current Opinion in Cardiology 32(5), 541-56. DOI: 10.1097/HCO.0000000000000437 Search in Google Scholar

Reeves E., Miller S., Chávez C. (2016). Movement and learning: Integrating physical activity into the classroom. Kappa Delta Pi Record 52(3), 116-20. DOI: 10.1080/00228958.2016.1191898 Search in Google Scholar

Reilly E., Buskist C., Gross M.K. (2012). Movement in the classroom: Boosting brain power, fighting obesity. Kappa Delta Pi Record 48(2), 62-6. DOI:10.1080/00228958.2012.680365 Search in Google Scholar

Donnelly J.E., Hillman C.H., Castelli D., Etnier J.L., Lee S. et al. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review. Medicine & Science in Sports & Exercise 48(6), 1197-222. DOI: 10.1249/MSS.0000000000000901 Search in Google Scholar

Fedewa A.L., Ahn S. (2011). The effects of physical activity and physical fitness on children’s achievement and cognitive outcomes. Research Quarterly for Exercise and Sport 82(3), 521-35. DOI: 10.1080/02701367.2011.10599785 Search in Google Scholar

Haverkamp B.F., Wiersma R., Vertessen K., van Ewijk H., Oosterlaan J., Hartman E. (2020). Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis. Journal of Sports Sciences 38(23), 2637-60. DOI: 10.1080/02640414.2020.1794763 Search in Google Scholar

Norris R., Carroll D., Cochrane R. (1992). The effects of physical activity and exercise training on psychological stress and well-being in an adolescent population. Journal of Psychosomatic Research 36(1), 55-65. DOI: 10.1016/0022-3999(92)90114-h Search in Google Scholar

Monteiro M.A., Silveira L.H. (2005). Physical activity and mental health: The association between exercise and mood. Clinics 60(1), 61-70. DOI: 10.1590/s1807-59322005000100012 Search in Google Scholar

Stanton R., Happell B., Reaburn P. (2014). The mental health benefits of regular physical activity, and its role in preventing future depressive illness. Nursing: Research and Reviews 4, 45-53. DOI: 10.2147/NRR.S41956 Search in Google Scholar

Saxena S., Van Ommeren M., Tang K.C., Armstrong T.P. (2005). Mental health benefits of physical activity. Journal of Mental Health 14(5), 445-51. DOI: 10.1080/09638230500270776 Search in Google Scholar

Zhang Z., Wang T., Kuang J., Herold F., Ludyga S., Li J. et al. (2022). The roles of exercise tolerance and resilience in the effect of physical activity on emotional states among college students. International Journal of Clinical and Health Psychology 22(3), 100312. DOI: 10.1016/j.ijchp.2022.100312 Search in Google Scholar

Guthold R., Stevens G.A., Riley L.M., Bull F.C. (2018). Worldwide trends in insufficient physical activity from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1.9 million participants. The Lancet Global Health 6(10), e1077-86. DOI: 10.1016/S2214-109X(18)30357-7 Search in Google Scholar

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 participants. Lancet Child & Adolescent Health 4(1), 23-35. DOI: 10.1016/S2214-109X(18)30357-7 Search in Google Scholar

Gonzalez Ramirez G., Bolaños Muñoz L. (2023). Relationship of sedentary lifestyle with obesity and comorbidities. In: J. Ruiz-Tovar, A. Marc-Hernández (eds), Physical Activity and Bariatric Surgery [Internet] (pp. 3-16). Cham: Springer International Publishing. Search in Google Scholar

Upadhyay J., Farr O., Perakakis N., Ghaly W., Mantzoros C. (2018). Obesity as a disease. Medical Clinics 102(1), 13-33. DOI: 10.1016/j.mcna.2017.08.004 Search in Google Scholar

Ferrer M.E., Laughlin D.D. (2017). Increasing college students’ engagement and physical activity with classroom Brain Breaks. Journal of Physical Education, Recreation & Dance 88(3), 53-6. DOI: 10.1080/07303084.2017.1260945 Search in Google Scholar

Webster C.A., Russ L., Vazou S., Goh T.L., Erwin H. (2015). Integrating movement in academic classrooms: understanding, applying and advancing the knowledge base. Obesity Reviews 16(8), 691-701. DOI: 10.1111/obr.12285 Search in Google Scholar

Perera T., Frei S., Frei B., Bobe G. (2015). Promoting physical activity in elementary schools: Needs assessment and a pilot study of brain breaks. Journal of Education and Practice 6(15), 55-64. Search in Google Scholar

Mok M.M.C., Chin M.K., Korcz A., Popeska B., Edginton C.R. et al. (2020). Brain breaks® physical activity solutions in the classroom and on attitudes toward physical activity: A randomized controlled trial among primary students from eight countries. International Journal of Environmental Research and Public Health 17(5), 1666. DOI: 10.3390/ ijerph17051666 Search in Google Scholar

Ahamed Y., Macdonald H., Reed K., Naylor P.J., Liu-Ambrose T., Mckay H. (2007). School-based physical activity does not compromise children’s academic performance. Medicine & Science in Sports & Exercise 39(2), 371. DOI: 10.1249/01.mss.0000241654.45500.8e Search in Google Scholar

Broad A.A., Bornath D.P.D., Grisebach D., McCarthy S.F., Bryden P.J. et al. (2023). Classroom activity breaks improve on-task behavior and physical activity levels regardless of time of day. Research Quarterly for Exercise and Sport 94(2), 1-13. DOI: 10.1080/02701367.2021.1980189. Search in Google Scholar

Ting P.Y., Kuan G., Chin N.S., Kueh Y.C. (2023). Effects of brain breaks on attitudes and motivation in the Institute of Teacher Campuses. In: G. Kuan, Y.K. Chang, T. Morris, T. Eng Wah, R.M. Musa, A. Abdul Majeed (eds), Advancing Sports and Exercise via Innovation (pp. 311-23). Singapore: Springer Nature. Search in Google Scholar

Zhao M., Kuan G., Kueh Y.C., Zhou K., Wang S. (2023). Effectiveness of brain breaks® for students: A systematic review and meta-analysis. In: G. Kuan, Y.K. Chang, T. Morris, T. Eng Wah, R.M. Musa, A. Abdul Majeed (eds). Advancing Sports and Exercise via Innovation (pp. 11-27). Singapore: Springer Nature. Search in Google Scholar

Erwin H., Fedewa A., Beighle A., Ahn S. (2012). A quantitative review of physical activity, health, and learning outcomes associated with classroom-based physical activity interventions. Journal of Applied School Psychology 28(1), 14-36. DOI: 10.1080/15377903.2012.643755 Search in Google Scholar

Schmidt M., Benzing V., Kamer M. (2016). Classroom-based physical activity breaks and children’s attention: Cognitive engagement works! Frontiers in Psychology 7, 1474. DOI: 10.3389/fpsyg.2016.01474 Search in Google Scholar

Egger F., Benzing V., Conzelmann A., Schmidt M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PLoS ONE 14(3), e0212482. DOI: 10.1371/journal.pone.0212482 Search in Google Scholar

Alpert P.T. (2011). The health benefits of dance. Home Health Care Management & Practice 23(2), 155-7. DOI: 10.1177/1084822310384689 Search in Google Scholar

MacDonald R., Kreutz G., Mitchell L. (2012). Music, Health, and Wellbeing. OUP Oxford. Search in Google Scholar

Ward S.A. (2008). Health and the power of dance. Journal of Physical Education, Recreation & Dance 79(4), 33-6. DOI: 10.1080/07303084.2008.10598161 Search in Google Scholar

Burkhardt J., Brennan C. (2012). The effects of recreational dance interventions on the health and well-being of children and young people: A systematic review. Arts & Health 4(2), 148-61. DOI: 10.1080/17533015.2012.665810 Search in Google Scholar

Quiroga Murcia C., Kreutz G., Clift S., Bongard S. (2010). Shall we dance? An exploration of the perceived benefits of dancing on well-being. Arts & Health 2(2), 149-63. DOI: 10.1080/17533010903488582 Search in Google Scholar

Sheppard A., Broughton M.C. (2020). Promoting wellbeing and health through active participation in music and dance: a systematic review. International Journal of Qualitative Studies on Health and Well-being 15(1), 1732526. DOI: 10.1080/17482631.2020.1732526 Search in Google Scholar

Kim S., Kim J. (2007). Mood after various brief exercise and sport modes: Aerobics, hip-hop dancing, ice skating, and body conditioning. Perceptual and Motor Skills 104(3), 1265-70. DOI: 10.2466/pms.104.4.1265-1270 Search in Google Scholar

McKenzie K., Bowes R., Murray K. (2021). Effects of dance on mood and potential of dance as a mental health intervention. Mental Health Practice 24(3), 12-7. DOI: 10.7748/ mhp.2021.e1522 Search in Google Scholar

Lewis C., Annett L.E., Davenport S., Hall A.A., Lovatt P. (2016). Mood changes following social dance sessions in people with Parkinson’s disease. Journal of Health Psychology 21(4), 483-92. DOI: 10.1177/1359105314529681 Search in Google Scholar

Sanz J. (2001). An instrument to assess the effectiveness of mood induction procedures: the mood rating scale (EVEA). Análisis y Modificación de Conducta 27(111), 71-110. [in Spanish] Search in Google Scholar

del Pino T., Peñate W., Bethencourt J.M. (2010). The mood rating scale (EVEA): Analysis of factor structure and ability to detect changes in mood states. Análisis y Modificación de Conducta 36(153-154), 19-32. [in Spanish] Search in Google Scholar

Pacheco-Unguetti A.P., Acosta A., Callejas A., Lupiáñez J. (2010). Attention and anxiety: different attentional functioning under state and trait anxiety. Psychological Science 21(2), 298-304. DOI: 10.1177/0956797609359624 Search in Google Scholar

López-Benítez R., Acosta A., Lupiáñez J., Carretero-Dios H. (2018). High trait cheerfulness individuals are more sensitive to the emotional environment. Journal of Happiness Studies 19(6), 1589-612. DOI: 10.1007/s10902-017-9871-0 Search in Google Scholar

Morales J., Yáñez A., Fernández-González L., Montesinos-Magraner L., Marco-Ahulló A., Solana-Tramunt M., et al. (2019). Stress and autonomic response to sleep deprivation in medical residents: A comparative cross-sectional study. PloS ONE 14(4), e0214858. DOI: 10.1371/journal. pone.0214858 Search in Google Scholar

Velasco Mérida R., Palma León P., Arias Arias C., Calvo Lluch Á. (2023). A comparative case study of caloric expenditure of two fitness activities: Cinta Dance® and continuous running. Retos 48, 284-90. DOI: 10.47197/retos.v48.97075 Search in Google Scholar

Baghaei P., Ravand H., Nadri M. (2019). Is the d2 test of attention Rasch scalable? Analysis with the Rasch Poisson Counts Model. Perceptual and Motor Skills 126(1), 70-86. DOI: 10.1177/0031512518812183 Search in Google Scholar

Brickenkamp R. (2012). d2, Test of Attention. Spanish adaptation by N. Seisdedos. Madrid: Tea Ediciones. [in Spanish] Search in Google Scholar

Brickenkamp R., Schmidt-Atzert L., Liepmann D. (2010). Test d2 - Revision: d2-R; Aufmerksamkeits-und Konzentrationstest. Göttingen: Hogrefe Verlag für Psychologie. [in German] Search in Google Scholar

Gordon A.D., Montenegro L., Culbertson W., Zillmer E.A. (1997). A normative study of the d2 Test with American adults. Archives of Clinical Neuropsychology 4(12), 325. DOI: 10.1093/arclin/12.4.325 Search in Google Scholar

Jiménez J.E., Hernández S., García E., Díaz A., Rodríguez C., Martín R. (2012). Attention test D2: Normative data and evolutionary development of attention in primary education. European Journal of Education and Psychology 5(1), 93-106. DOI: 10.30552/ejep.v5i1.79 Search in Google Scholar

Rivera D., Salinas C., Ramos-Usuga D., Delgado-Mejía I.D., Vasallo Key Y., Hernández Agurcia G.P., et al. (2017). Concentration endurance Test (d2): Normative data for Spanish-speaking pediatric population. NeuroRehabilitation 41(3), 661-71. DOI: 10.3233/NRE-172248 Search in Google Scholar

Woo J., Rajagopalan P., Andamon M.M. (2022). An evaluation of measured indoor conditions and student performance using d2 Test of Attention. Building and Environment 214, 108940. DOI: 10.1016/j.buildenv.2022.108940 Search in Google Scholar

Gilgen-Ammann R., Schweizer T., Wyss T. (2019). RR interval signal quality of a heart rate monitor and an ECG Holter at rest and during exercise. European Journal of Applied Physiology 119(7), 1525-32. DOI: DOI: 10.1007/s00421-019-04142-5 Search in Google Scholar

Schaffarczyk M., Rogers B., Reer R., Gronwald T. (2022). Validity of the Polar H10 Sensor for heart rate variability analysis during resting state and incremental exercise in recreational men and women. Sensors (Basel) 22(17), 6536. DOI: 10.3390/s22176536 Search in Google Scholar

Buono M.J., Lee N.V.L., Miller P.W. (2010). The relationship between exercise intensity and the sweat lactate excretion rate. The Journal of Physiological Sciences 60(2), 103-7. DOI: 10.1007/s12576-009-0073-3 Search in Google Scholar

Dooley E.E., Golaszewski N.M., Bartholomew J.B. (2017). Estimating accuracy at exercise intensities: A comparative study of self-monitoring heart rate and physical activity wearable devices. JMIR mHealth and uHealth 5(3), e7043. DOI: 10.2196/mhealth.7043 Search in Google Scholar

Li W., Xiang P., Chen Y.J., Xie X., Li Y. (2017). Unit of analysis: Impact of Silverman and Solmon’s article on field-based intervention research in physical education in the U.S.A. Journal of Teaching in Physical Education 36(2), 131-41. Search in Google Scholar

Cohen J. (1992). A power primer. Psychological Bulletin 112(1), 155-9. DOI: 10.1037//0033-2909.112.1.155 Search in Google Scholar

Blasche G., Szabo B., Wagner-Menghin M., Ekmekcioglu C., Gollner E. (2018). Comparison of rest-break interventions during a mentally demanding task. Stress and Health 34(5), 629-38. DOI: 10.1002/smi.2830 Search in Google Scholar

Paulus M., Kunkel J., Schmidt S.C.E., Bachert P., Wäsche H., Neumann R., et al. (2021). Standing breaks in lectures improve university students’ self-perceived physical, mental, and cognitive condition. International Journal of Environmental Research and Public Health 18(8), 4204. DOI: 10.3390/ijerph18084204 Search in Google Scholar

Hockey G.R. (1997). Compensatory control in the regulation of human performance under stress and high workload; a cognitive-energetical framework. Biological Psychology 45(1-3), 73-93. DOI: 10.1016/s0301-0511(96)05223-4 Search in Google Scholar

Bunce D.M., Flens E.A., Neiles K.Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education 87(12), 1438-43. DOI: 10.1021/ed100409p Search in Google Scholar

Hosain S. (2020). Impact of in-class breaks on students’ revitalization: An observational study in China and Bangladesh. Frontiers of Contemporary Education 1(1), 46-52. Search in Google Scholar

Eastwood J.D., Frischen A., Fenske M.J., Smilek D. (2012). The unengaged mind: Defining boredom in terms of attention. Perspectives on Psychological Science 7(5), 482-95. DOI: 10.1177/1745691612456044 Search in Google Scholar

Infantes-Paniagua Á., Silva A.F., Ramirez-Campillo R., Sarmento H., González-Fernández F.T. et al. (2021). Active school breaks and students’ attention: A systematic review with meta-analysis. Brain Sciences 11(6), 675. DOI: 10.3390/ brainsci11060675 Search in Google Scholar

Lesiuk T. (2010). The effect of preferred music on mood and performance in a high-cognitive demand occupation. Journal of Music Therapy 47(2), 137-54. DOI: DOI: 10.1093/ jmt/47.2.137 Search in Google Scholar

Kiss L., Linnell K.J. (2021). The effect of preferred background music on task-focus in sustained attention. Psychological Research 85(6), 2313-25. DOI: 10.1007/s00426-020-01400-6 Search in Google Scholar

Dosseville F., Laborde S., Scelles N. (2012). Music during lectures: Will students learn better? Learning and Individual Differences 22(2), 258-62. Search in Google Scholar

Ahmad N., Rana A. (2015). Impact of music on mood: Empirical investigation. Research on Humanities and Social Sciences. Search in Google Scholar

Hirokawa E., Ohira H. (2003). The effects of music listening after a stressful task on immune functions, neuroendocrine responses, and emotional states in college students. Journal of Music Therapy 40(3), 189-211. DOI: 10.1093/jmt/40.3.189 Search in Google Scholar

Thomson C.J., Reece J.E., Di Benedetto M. (2014). The relationship between music-related mood regulation and psychopathology in young people. Musicae Scientiae 18(2), 150-65. Search in Google Scholar

eISSN:
2082-8799
Language:
English
Publication timeframe:
4 times per year
Journal Subjects:
Medicine, Clinical Medicine, Public Health, Sports and Recreation, other