SOLAS MARTINEZ, JOSE LUIS, Rusillo-Magdaleno, Alba , Ruiz-Ariza, Alberto , Martinez-Lopez, Emilio J.
Si
Sports
Article
Científica
1
1
3.2
25/02/2025
001454453700001
2-s2.0-105001145336
This study analyzed the relationship between time spent on daily physical activity at different intensities (light, moderate, and vigorous) and learning strategies in adolescents. The sample included 147 Spanish adolescents (62% girls, 13.61 +/- 1.95 years). Learning strategies were assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), while physical activity intensity was recorded via the Xiaomi Mi Band 4 smartband, which measured heart rate (HR). HR was categorized into light (rest-50% max HR), moderate (50-70% max HR), and vigorous (70-85% max HR). Adolescents who engaged in moderate-intensity activities for 46-62 min daily showed the highest scores in elaboration, critical thinking, and metacognitive self-regulation, with girls also excelling in effort regulation (all p < 0.05). Among boys, 3-6 min of vigorous activity per day was linked to higher scores in elaboration, organization, critical thinking, peer learning, and rehearsal. Conversely, girls engaging in less than 3 min of vigorous activity obtained the highest scores in critical thinking and peer learning (all p < 0.05). It is recommended that students engage in 60 min of daily moderate-intensity physical activity. Additionally, short 5-min vigorous-intensity sessions should be encouraged in both boys and girls to enhance learning benefits and reduce social barriers to high-intensity exercise.
adolescents; children; cognition; heart rate; learning; physical exercise