Entrenamiento de fuerza con Edpuzzle en horario extraescolar: un ensayo controlado aleatorizado
DOI:
https://doi.org/10.55040/wh2m7h82Palabras clave:
adolescentes, actividad física, Educación Física, fuerza-resistencia, nuevas tecnologíasResumen
La asignatura de Educación Física en la escuela dispone de un tiempo de clase limitado, el cual resulta insuficiente para alcanzar las recomendaciones de actividad física, haciendo necesarias intervenciones complementarias de carácter extraescolar. Este estudio analizó los efectos de un programa de entrenamiento de fuerza-resistencia, promovido a través de la clase de Educación Física, sobre las variables antropométricas y la condición física de adolescentes; las diferencias en función del sexo; y sus opiniones sobre la satisfacción, la utilidad y las razones de abandono del programa según el sexo. Se llevó a cabo un ensayo controlado aleatorizado con 107 adolescentes asignados aleatoriamente por conglomerados de clase a un grupo experimental (GE: n=52) o control (GC: n=55). Durante 12 semanas, al GE se le prescribieron tres sesiones semanales de entrenamiento de fuerza-resistencia a través de la plataforma Edpuzzle. No se encontraron diferencias intergrupo significativas (p>0,05). Sin embargo, las mejoras intragrupo significativas en las variables primarias (masa muscular, p=0,002; perímetros corregidos de muslo y pierna, p<0,05) fueron exclusivas del GE. Ambos grupos mostraron mejoras en las variables secundarias relacionadas con el crecimiento (talla y talla sentado) y la condición física (capacidad cardiorrespiratoria). El análisis exploratorio reveló una tendencia potencial de dosis-respuesta, con mejoras significativas en el test de abdominales únicamente en los estudiantes que completaron más de 4 semanas. Las mujeres reportaron una mayor usabilidad de la plataforma (p=0,045) y satisfacción (p=0,037), mientras que la "falta de interés" fue el principal motivo de abandono en ambos sexos. Por lo tanto, aunque el programa favoreció adaptaciones musculares específicas, la falta de diferencias intergrupo y la baja adherencia sugieren que la maduración biológica natural y el currículo de Educación Física influyeron significativamente en los resultados. El impacto del programa debe considerarse limitado, subrayando la necesidad de estrategias más atractivas para asegurar una dosis de ejercicio suficiente en entornos autónomos.
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