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Neuromotricidad y aprendizaje

Estudios de investigación nacionales e internacionales coordinados en universidades españolas

Proyecto Active Brains

Efectos de un ensayo aleatorizado basado en ejercicio físico sobre el rendimiento cognitivo y el cerebro [funcional y estructuralmente] en preadolescentes con sobrepeso.

Proyecto ALPHA

Assessing Levels of Physical Activity

Proyecto ALPHA children

ALPHA children and adolescents: Assessment of physical fitness in children and adolescents

Proyecto AVENA

Alimentación y Valoración del Estado Nutricional de los Adolescentes Españoles

Proyecto AVENA

Descripción metodológica

Proyecto COCA

Comorbilidades en Trastorno de Deficit de Atención e Hiperactividad.
Página oficial europea.

Proyecto COCA

Comorbilidades en Trastorno de Déficit de Atención e Hiperactividad.
Página del colaborador en España: PROFITH

Proyecto EDUFIT

Educación para el Fitness

Proyecto HELENA

Healthy Lifestyle in Europe by Nutrition in Adolescence

Proyecto IDEFICS

Identificación y prevención de los efectos de la salud inducidos por la dieta y el estilo de vida en niños y bebés

Proyecto INMA

Infancia y Medio Ambiente

Proyecto PACO

Pedalea y Anda al Cole

Proyecto PREFIT

Evaluación del FITness en PREescolares

Proyectos del Grupo PROFITH

PROmoting FITness and Health (Universidad de Granada)

Artículos

Condición física en escolares españoles de 6-12 años: valores de referencia de la batería EUROFIT y riesgo cardio-vascular asociado

Gulías-González, R., Sánchez-López, M., Olivas-Bravo, Á., Solera-Martínez, M. and Martínez-Vizcaíno, V. (2014), Physical Fitness in Spanish Schoolchildren Aged 6–12 Years: Reference Values of the Battery EUROFIT and Associated Cardiovascular Risk. J School Health, 84: 625–635. doi:10.1111/josh.12192

Estándares de referencia de condición física en niños europeos: estudio IDEFICS

De Miguel-Etayo P, Gracia-Marco L, Ortega FB, Intemann T, Foraita R, Lissner L, Oja L, Barba G, Michels N, Tornaritis M, Molnár D, Pitsiladis Y, Ahrens W, Moreno LA; Consorcio IDEFICS, (2014). Physical fitness reference standards in European children: the IDEFICS study, International Journal of Obesity, 38, S57–S66. doi:10.1038/ijo.2014.136

Physical activity and sedentary time in relation to academic achievement in children

Haapala, E. A., Väistö, J., Lintu, N., Westgate, K., Ekelund, U., Poikkeus, A. M., Brage, S. y Lakka T. A. (2017). Physical activity and sedentary time in relation to academic achievement in children. Journal of Science and Medicine in Sport, 20 (6), 583-589. doi: 10.1016/j.jsams.2016.11.003.

Run for your life! Childhood physical activity effects on brain and cognition

Hillman, C. H., Erickson, K. I. y Hatfield, B. D. (2017). Run for your life! Childhood physical activity effects on brain and cognition. Kinesiology Review, 6, 12-21.

Parental Perceptions of Barriers to Active Commuting to School in Spanish Children and Adolescents

Huertas-Delgado, F.J., Herrador-Colmenero, M., Villa-González, E., Aranda-Balboa, M.J., Caceres, V., Mandic, S. y Chillon, P. (2017). Parental Perceptions of Barriers to Active Commuting to School in Spanish Children and Adolescents. European Journal of Public Health, 1 (6). doi: 10.1093/eurpub/ckw249.

The association between aerobic fitness and congruency sequence effects in preadolescent children

Westfall, D. R., Kao, S. C., Scudder, M. R., Pontifex, M. B. y Hillman, C. H. (2017). The association between aerobic fitness and congruency sequence effects in preadolescent children. Brain and Cognition, 113, 85-92. doi: 10.1016/j.bandc.2016.12.005.

Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review: American College of Sports Medicine Position Stand

Donnelly, J. E., Hillman, C. H., Castelli, D. M., Etnier, J. L., Lee, S. M., Tomporowski, P., Lambourne, K. y Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: A systematic review: American College of Sports Medicine Position Stand. Medicine and Science in Sports and Exercise, 48, 1197–1222. doi: 10.1249/MSS.0000000000000901

Physical activity and cognitive performance: A review of mediating mechanisms at multiple levels

Stillman, C. M., Cohen, J., Lehman, M. E. y Erickson, K. I. (2016). Physical activity and cognitive performance: A review of mediating mechanisms at multiple levels. Frontiers in Human Neuroscience, 10, 626.

Recomendaciones para implementar intervenciones de calidad de promoción del desplazamiento activo al colegio

Villa-González, E., Ruiz, J. R. y Chillón, P. (2016). Recomendaciones para implementar intervenciones de calidad de promoción del desplazamiento activo al colegio. Retos, 30, 159-161.

The role of aerobic fitness in cortical thickness and mathematics achievement in preadolescent children

Chaddock-Heyman, L., Erickson, K. I., Kienzler, C., King, M., Pontifex, M. B., Raine, L. B., Hillman, C. H. y Kramer, A. F. (2015). The role of aerobic fitness in cortical thickness and mathematics achievement in preadolescent children. PLoS One, 10 (8), e0134115. doi: 10.1371/journal.pone.0134115

The associations among fundamental movement skills, self-reported physical activity, and academic performance during junior high school in Finland

Jaakkola, T., Hillman, C. H., Kalaja, S. y Liukkonen, J. (2015). The associations among fundamental movement skills, self-reported physical activity, and academic performance during junior high school in Finland. Journal of Sports Sciences, 33, 1719-1729. doi:10.1080/02640414.2015.1004640

What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature

Kaiser, M. L., Schoemaker, M. M., Albaret, J. M. y Geuze, R. H. (2015). What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature. Research in Developmental Disabilities, 36, 338–357. doi: 10.1016/j.ridd.2014.09.023.

Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds

Ma J. K., Le Mare L. y Gurd B. J. (2015). Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds. Applied Physiology Nutrition and Metabolism, 40, 238-244. doi: 10.1139/apnm-2014-0309.

Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: a group-randomized controlled tria

Schmidt, M., Jäger, K., Egger, F., Roebers C. M. y Conzelmann, A. (2015). Cognitively engaging chronic physical activity, but not aerobic exercise, affects executive functions in primary school children: a group-randomized controlled trial. Journal of Sport & Exercise Psychology, 37, 575-591. doi: 10.1123/jsep.2015-0069.

Motor skills, attention and academic achievements: an intervention study in school years 1-3

Ericsson, I. (2008). Motor skills, attention and academic achievements: an intervention study in school years 1-3. British Educational Research Journal, 34, 301–313. doi: 10.1080/01411920701609299

Time for bed: associations with cognitive performance in 7-yearold children: a longitudinal population-based study

Kelly Y., Kelly J. y Sacker A. (2013). Time for bed: associations with cognitive performance in 7-yearold children: a longitudinal population-based study. Journal of Epidemiology & Community Health, 1;67 (11):926-31. doi: 10.1136/jech-2012-202024.

Association between breakfast consumption and educational outcomes in 9–11-year-old children

Littlecott, H. J., Moore, G. F., Moore, L., Lyons, R. A. y Murphy, S. (2015). Association between breakfast consumption and educational outcomes in 9–11-year-old children. Public Health Nutrition, 19(9):1575-82. doi: 10.1017/S1368980015002669.

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