Examinando por Autor "Ibarra-Mora, Jessica"
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Ítem An active break program (ACTIVA-MENTE) at elementary schools in Chile: study protocol for a pilot cluster randomized controlled trial(Frontiers Media SA, 2023) Reyes-Amigo, Tomás; Ibarra-Mora, Jessica; Aguilar-Farías, Nicolás; Gómez-Álvarez, Nicolás; Carrasco-Beltrán, Hernaldo; Zapata-Lamana, Rafael; Yañez-Sepulveda, Rodrigo; Cortés, Guillermo; Rolle-Cáceres, Grissel; Bezerra, AndréaBackground: Physical inactivity is prevalent in childhood. Schools can be an ideal context to promote the regular practice of physical activity since children spend there a large part of the day. In this sense, an emerging and current trend is active breaks at school. This article presents a study protocol that seeks to assess the feasibility and effectiveness of an intervention with active breaks (ACTIVA-MENTE program) in a school context on physical activity, on-task classroom behavior, and the physical activity enjoyment in schoolchildren. Methods: The protocol includes children aged 10 to 11 years. Two groups will be randomized (intervention and control groups). The intervention group will use the active break program, ACTIVA-MENTE, which consists of the application of a 4-min, 30-s video with moderate to vigorous-intensity physical activity. These breaks will be taken 6 times a day in the classes for 6 weeks. The total physical activity will be measured with accelerometers (Actigraph wGT3X-BT), the on-task behavior through the Direct Behavior Rating Scale and the level of enjoyment through the Physical Activity Enjoyment Scale. Discussion: Previous research reported that active breaks have positive results in physical activity levels. This study will be one of the few to design active breaks through videos without depending on the presence of a physical education teacher and it can also provide new findings on the effectiveness of an active break’s structure (e.g., types of exercises and intensity) on the indicated outcomes. Expected results: It is expected that the ACTIVA-MENTE program can be a suitable program for school settings, potentially increasing physical activity levels, and the commitment to the task, as well as be a pleasant moment for the students. Clinical trial registration: Clinicaltrials.gov, identifier NCT05403996. Copyright © 2024 Reyes-Amigo, Ibarra-Mora, Aguilar-Farías, Gómez-Álvarez, Carrasco-Beltrán, Zapata-Lamana, Hurtado-Almonácid, Páez-Herrera, Yañez-Sepulveda, Cortés, Rolle-Cáceres and Bezerra.Ítem Could physical fitness be considered as a protective social factor associated with bridging the cognitive gap related to school vulnerability in adolescents? The cogni-action project(MDPI, 2021-09) Cristi-Montero, Carlos; Ibarra-Mora, Jessica; Gaya, Anelise; Castro-Piñero, Jose; Solis-Urra, Patricio; Aguilar-Farias, Nicolas; Ferrari, Gerson; Rodriguez-Rodriguez, Fernando; Sadarangani, Kabir P.The first aim was to compare differences between school vulnerability groups, fitness levels, and their combination in adolescent cognitive performance. The second aim was to determine the mediation role of fitness in the association between school vulnerability and cognitive performance. A total of 912 Chilean adolescents aged 10–14 years participated in this study. The school vulnerability index (SVI) assigned by the Chilean Government was categorized into high-, mid-, or low-SVI. Adolescents were classified as fit or unfit according to their global fitness z-score computed from their cardiorespiratory (CRF), muscular (MF), and speed/agility fitness (SAF) adjusted for age and sex. A global cognitive score was estimated through eight tasks based on a neurocognitive battery. Covariance and mediation analyses were performed, adjusted for sex, schools, body mass index, and peak high velocity. Independent analyses showed that the higher SVI, the lower the cognitive performance (F(6,905) = 18.5; p < 0.001). Conversely, fit adolescents presented a higher cognitive performance than their unfit peers (F(5,906) = 8.93; p < 0.001). The combined analysis found cognitive differences between fit and unfit adolescents in both the high-and mid-SVI levels (Cohen’s d = 0.32). No differences were found between fit participants belonging to higher SVI groups and unfit participants belonging to lower SVI groups. Mediation percentages of 9.0%, 5.6%, 7.1%, and 2.8% were observed for the global fitness score, CRF, MF, and SAF, respectively. The mediation effect was significant between low-with mid-high-SVI levels but not between mid-and high-SVI levels. These findings suggest that an adequate physical fitness level should be deemed a protective social factor associated with bridging the cognitive gap linked to school vulnerability in adolescents. This favourable influence seems to be most significant in adolescents belonging to a more adverse social background. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.