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Dr. RAMÓN ROMANCE
Facultad de Ciencias de la Educación, Universidad de Málaga

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0 Motor Development
0 Physical Acitivity
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Journal article
Published: 04 July 2021 in Nutrients
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Creatine monohydrate (CrM) supplementation has been shown to improve body composition and muscle strength when combined with resistance training (RT); however, no study has evaluated the combination of this nutritional strategy with cluster-set resistance training (CS-RT). The purpose of this pilot study was to evaluate the effects of CrM supplementation during a high-protein diet and a CS-RT program on lower-limb fat-free mass (LL-FFM) and muscular strength. Twenty-three resistance-trained men (>2 years of training experience, 26.6 ± 8.1 years, 176.3 ± 6.8 cm, 75.6 ± 8.9 kg) participated in this study. Subjects were randomly allocated to a CS-RT+CrM (n = 8), a CS-RT (n = 8), or a control group (n = 7). The CS-RT+CrM group followed a CrM supplementation protocol with 0.1 g·kg−1·day−1 over eight weeks. Two sessions per week of lower-limb CS-RT were performed. LL-FFM corrected for fat-free adipose tissue (dual-energy X-ray absorptiometry) and muscle strength (back squat 1 repetition maximum (SQ-1RM) and countermovement jump (CMJ)) were measured pre- and post-intervention. Significant improvements were found in whole-body fat mass, fat percentage, LL-fat mass, LL-FFM, and SQ-1RM in the CS-RT+CrM and CS-RT groups; however, larger effect sizes were obtained in the CS-RT+CrM group regarding whole body FFM (0.64 versus 0.16), lower-limb FFM (0.62 versus 0.18), and SQ-1RM (1.23 versus 0.75) when compared to the CS-RT group. CMJ showed a significant improvement in the CS-RT+CrM group with no significant changes in CS-RT or control groups. No significant differences were found between groups. Eight weeks of CrM supplementation plus a high-protein diet during a CS-RT program has a higher clinical meaningfulness on lower-limb body composition and strength-related variables in trained males than CS-RT alone. Further research might study the potential health and therapeutic effects of this nutrition and exercise strategy.

ACS Style

Diego Bonilla; Richard Kreider; Jorge Petro; Ramón Romance; Manuel García-Sillero; Javier Benítez-Porres; Salvador Vargas-Molina. Creatine Enhances the Effects of Cluster-Set Resistance Training on Lower-Limb Body Composition and Strength in Resistance-Trained Men: A Pilot Study. Nutrients 2021, 13, 2303 .

AMA Style

Diego Bonilla, Richard Kreider, Jorge Petro, Ramón Romance, Manuel García-Sillero, Javier Benítez-Porres, Salvador Vargas-Molina. Creatine Enhances the Effects of Cluster-Set Resistance Training on Lower-Limb Body Composition and Strength in Resistance-Trained Men: A Pilot Study. Nutrients. 2021; 13 (7):2303.

Chicago/Turabian Style

Diego Bonilla; Richard Kreider; Jorge Petro; Ramón Romance; Manuel García-Sillero; Javier Benítez-Porres; Salvador Vargas-Molina. 2021. "Creatine Enhances the Effects of Cluster-Set Resistance Training on Lower-Limb Body Composition and Strength in Resistance-Trained Men: A Pilot Study." Nutrients 13, no. 7: 2303.

Journal article
Published: 06 April 2021 in International Journal of Environmental Research and Public Health
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Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4–6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.

ACS Style

Adriana Nielsen-Rodríguez; Ramón Romance; Juan Dobado-Castañeda. Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity. International Journal of Environmental Research and Public Health 2021, 18, 3836 .

AMA Style

Adriana Nielsen-Rodríguez, Ramón Romance, Juan Dobado-Castañeda. Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity. International Journal of Environmental Research and Public Health. 2021; 18 (7):3836.

Chicago/Turabian Style

Adriana Nielsen-Rodríguez; Ramón Romance; Juan Dobado-Castañeda. 2021. "Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity." International Journal of Environmental Research and Public Health 18, no. 7: 3836.

Journal article
Published: 01 September 2020 in Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity
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Los métodos educativos de integración del movimiento son reconocidos como potenciadores de la actividad física, de las funciones ejecutivas y del aprendizaje. Sin embargo, el impacto de estas metodologías sobre la cognición y la actividad física en Educación Infantil ha sido poco estudiado. El objetivo de la investigación fue analizar el efecto de un programa educativo de integración del movimiento basado en el juego en esta etapa, evaluando sus efectos sobre los niveles de actividad física de los niños. Participaron 134 alumnos de 5 años de la provincia de Málaga. Se diseñó e implementó un programa de integración del movimiento basado en actividades de juego motor semi-dirigido que cambiaban cada quince minutos, en las cuales se trabajaron contenidos académicos. Se evaluó la cantidad e intensidad de actividad física mediante acelerometría (Actigraph GT3X). Durante su participación en el programa, los niños realizaron una media de 45,65 minutos de actividad física moderada-vigorosa. El porcentaje más alto corresponde a la actividad sedentaria y a la actividad moderada-vigorosa respectivamente, lo cual concuerda con estudios que afirman que la actividad de los niños pequeños consiste en ráfagas cortas de actividad moderada-vigorosa intercaladas con períodos de menor intensidad. Los datos muestran que el juego como método de integración del movimiento contribuye a alcanzar los niveles de actividad recomendados por las organizaciones internacionales. Nuestros resultados apoyan el uso del juego semi-dirigido como una herramienta especialmente útil para la mejora del proceso de enseñanza-aprendizaje en Educación Infantil y para el aumento de la actividad física del alumnado.

ACS Style

Adriana Nielsen Rodríguez; Ramón Romance García; Marta Parrado Merino. Programa educativo de integración del movimiento mediante el juego en Educación Infantil. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2020, 6, 408 -425.

AMA Style

Adriana Nielsen Rodríguez, Ramón Romance García, Marta Parrado Merino. Programa educativo de integración del movimiento mediante el juego en Educación Infantil. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2020; 6 (3):408-425.

Chicago/Turabian Style

Adriana Nielsen Rodríguez; Ramón Romance García; Marta Parrado Merino. 2020. "Programa educativo de integración del movimiento mediante el juego en Educación Infantil." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 6, no. 3: 408-425.

Journal article
Published: 01 September 2020 in Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity
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El escaso desarrollo y adquisición de habilidades de coordinación, conocido como Trastorno de Coordinación Motora (TDC) o dispraxia del desarrollo, es un trastorno motor no atribuible a ningún tipo de discapacidad o trastorno neurológico de alteración del movimiento, pero que afecta a funciones tales como el habla, el lenguaje, la escritura o la atención. Se estima que su incidencia es del 5-15% en niños en edad escolar, siendo la prevalencia mayor en varones. En el estudio participaron 91 alumnos de 5 años (x=5,83; SD=0,33) de la provincia de Málaga. Se evaluaron los niveles de adquisición de habilidades de coordinación motora, identificando los niños en situación de normalidad, en riesgo de disminución psicomotora o con sospecha de padecer TDC, y se analizaron las diferencias de desempeño motor en función del sexo. Para la valoración de la coordinación motora se recurrió a la versión española de la batería de evaluación del movimiento para niños (Movement Assessment Battery for Children) MABC-2. Los resultados identifican a un 6,56% de los niños como TDC y un 4,67% en situación de riesgo. En cuanto a las diferencias asociadas al sexo, las niñas alcanzaron puntuaciones significativamente más altas en las áreas de destreza manual y de equilibrio, mientras que los niños logran puntuaciones mayores, aunque no de manera significativa, en el área puntería y atrape.

ACS Style

Marta Gema Parrado Merino; Adriana Nielsen Rodríguez; Ángel Ramón Romance García. Evaluación de la coordinación motora en alumnado de Educación Infantil. El Trastorno de Coordinación Motora. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 2020, 6, 503 -516.

AMA Style

Marta Gema Parrado Merino, Adriana Nielsen Rodríguez, Ángel Ramón Romance García. Evaluación de la coordinación motora en alumnado de Educación Infantil. El Trastorno de Coordinación Motora. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity. 2020; 6 (3):503-516.

Chicago/Turabian Style

Marta Gema Parrado Merino; Adriana Nielsen Rodríguez; Ángel Ramón Romance García. 2020. "Evaluación de la coordinación motora en alumnado de Educación Infantil. El Trastorno de Coordinación Motora." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 6, no. 3: 503-516.

Journal article
Published: 08 June 2020 in Sustainability
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Social cognition is related to the so-called “Theory of the mind” and refers to the ability to understand the behavior of other people. It plays a transcendental role in the social relations cohesion. Knowing whether normal aging is associated with deficiencies in social understanding is a problem in characterizing the changes that occur in adulthood. The aim of this study was to examine whether the social cognition of the elderly is mediated by factors such as working memory, physical activity, body composition, or age, in elderly people. Sixty volunteers (mean age, 71.50 ± 4.84 years) were recruited from various locations in Malaga. Recognition of emotional expression, working memory, body composition, and physical activity were evaluated. Our results show that performance in emotion recognition is not affected by age in the range studied. Furthermore, we have not found a relationship with any of the body composition parameters. However, a significant relationship with performance in working memory has been revealed, as well as a significant relationship between vigorous/very vigorous physical activity and working memory. Therefore, physical activity could be positively related to the recognition of emotions by positively influencing working memory.

ACS Style

Juan José Alarcón-Jiménez; Adriana Nielsen-Rodríguez; Ramón Romance; Ricardo Gómez-Huelgas; M. Rosa Bernal-López. Physical Activity and Social Cognition in the Elderly. Sustainability 2020, 12, 4687 .

AMA Style

Juan José Alarcón-Jiménez, Adriana Nielsen-Rodríguez, Ramón Romance, Ricardo Gómez-Huelgas, M. Rosa Bernal-López. Physical Activity and Social Cognition in the Elderly. Sustainability. 2020; 12 (11):4687.

Chicago/Turabian Style

Juan José Alarcón-Jiménez; Adriana Nielsen-Rodríguez; Ramón Romance; Ricardo Gómez-Huelgas; M. Rosa Bernal-López. 2020. "Physical Activity and Social Cognition in the Elderly." Sustainability 12, no. 11: 4687.

Journal article
Published: 22 July 2019 in Retos
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La presente investigación centra su foco de interés en el estudio de caso de una práctica innovadora en Educación Infantil relacionada con el fomento de la actividad física como potenciadora del desarrollo cognitivo, concepto que representa una de las cuestiones más debatidas en la investigación educativa actual. Esto, unido al papel esencial de dicha etapa en el desarrollo y a la alta tasa de inactividad infantil, hace de nuestro tema una prioridad en numerosos países, pero para abordar esta problemática es preciso un cambio radical en los modos de enseñar y aprender. Nuestro objetivo es profundizar en el conocimiento de metodologías activas implementadas en Educación Infantil y descubrir cómo favorecen la práctica de actividad física entre el alumnado, instaurando hábitos más activos en las escuelas. Para ello estudiamos una experiencia basada en ambientes de aprendizaje desde una perspectiva analítico-descriptiva, empleando la metodología del estudio de caso junto con otras técnicas y herramientas de recogida y análisis de la información. Los resultados evidencian que esta metodología precisa de un continuo movimiento por parte del alumnado, tanto para acceder a las distintas propuestas como para realizarlas, por lo que parece oportuno considerarla como favorecedora de la actividad física y, por ende, de un óptimo desarrollo de las capacidades físicas y cognitivas de los niños y niñas. This research focuses on a case study of an innovative educational practice in Early Childhood Education related to the promotion of physical activity as an enhancer of cognitive development, a concept that represents one of the most debated issues in current educational research. This, together with the essential role of this life period in children’s development, and the high rate of inactive youth, makes our topic a priority in many countries; however, a radical change in teaching is required in order to address this topic, including the implementation of active and innovative methodologies. The objective of this paper is to deepen the knowledge of active methodologies that are being implemented in Early Childhood Education and discover how they favor the practice of physical activity among students, contributing to establish more active habits in schools. To do so, we studied an innovative experience based on learning environments, and we investigated the way in which it encourages students’ physical activity from an analytical-descriptive perspective, using the case study methodology together with other techniques and tools for collecting and analyzing information. The results show that this methodology requires students to move continuously, both to access the different proposals and to perform them, so it seems appropriate to consider it as an enhancer of physical activity and, therefore, of an optimal development of children’s physical and cognitive abilities.

ACS Style

Adriana Nielsen Rodríguez; Ángel Ramón Romance García; José Luis Chinchilla Minguet. Los ambientes de aprendizaje como metodología activa promotora de la actividad física en Educación Infantil. Un estudio de caso (Learning environments as an active methodology to promote physical activity in Early Childhood Education. A case study). Retos 2019, 498 -504.

AMA Style

Adriana Nielsen Rodríguez, Ángel Ramón Romance García, José Luis Chinchilla Minguet. Los ambientes de aprendizaje como metodología activa promotora de la actividad física en Educación Infantil. Un estudio de caso (Learning environments as an active methodology to promote physical activity in Early Childhood Education. A case study). Retos. 2019; (37):498-504.

Chicago/Turabian Style

Adriana Nielsen Rodríguez; Ángel Ramón Romance García; José Luis Chinchilla Minguet. 2019. "Los ambientes de aprendizaje como metodología activa promotora de la actividad física en Educación Infantil. Un estudio de caso (Learning environments as an active methodology to promote physical activity in Early Childhood Education. A case study)." Retos , no. 37: 498-504.

Original papers
Published: 01 January 2019 in Brazilian Journal of Development
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Estudios previos han demostrado que el nivel de capacidad cardiorrespiratoria está relacionado con el rendimiento académico en algunas materias. Sin embargo, es necesario conocer las relaciones existentes entre otros componentes de la condición física (fuerza, flexibilidad) y el rendimiento académico. Así, el objetivo de este estudio fue investigar la relación entre resistencia cardiovascular, fuerza y flexibilidad con las asignaturas de matemáticas, lengua castellana, geografía e historia, inglés y educación física en educación secundaria obligatoria. Un total de 403 estudiantes de entre 12 a 16 años de un centro del sur de España participaron en este estudio transversal. Los datos fueron recogidos durante el primer trimestre del curso escolar 2016/2017. La resistencia cardiovascular fue medida con el test de 20 m de ida y vuelta, la fuerza muscular con el test de salto horizontal y la flexibilidad con el test de flexión de tronco. El rendimiento académico se evaluó con las calificaciones obtenidas en las diferentes asignaturas en el primer trimestre del curso 2016/2017. Para conocer la relación entre condición física y rendimiento académico, se realizaron correlaciones parciales ajustando por sexo. Los resultados indican que una mayor resistencia cardiovascular está relacionada con un mayor rendimiento académico en matemáticas (r=0.109, p=0.032), lengua castellana (r=0.122, p=0.016), geografía e historia (r=0.174, p=0.001), inglés (r=0.104, p=0.040), educación física (r=0.357, p<0.001) y con una mayor calificación promedio de todas (r=0.146. p=0.004). Sin embargo, la fuerza muscular sólo tiene correlación significativa con educación física (r=0.235, p<0.001), mientras que la flexibilidad presenta significación positiva en matemáticas (r=0.103, p= 0.039), geografía e historia (r=0.111, p=0.026), inglés (r=0.102, p=0.040) y educación física (r=0.252, p<0.001), no presentándola con lengua castellana (r=0.064, p=0.199). Nuestros resultados sugieren que la mejora de la resistencia cardiovascular y flexibilidad del alumnado podrían mejorar el rendimiento académico. Son necesarias más investigaciones que profundicen y corroboren los resultados.

ACS Style

Francisco Javier Gil Espinosa; Palma Chillón; Honorato Morente Oria; Ramón Romance García; Cristina Cadenas Sanchez. La condición física mejora el rendimiento académico en educación secundaria obligatoria. Brazilian Journal of Development 2019, 5, 23511 -23521.

AMA Style

Francisco Javier Gil Espinosa, Palma Chillón, Honorato Morente Oria, Ramón Romance García, Cristina Cadenas Sanchez. La condición física mejora el rendimiento académico en educación secundaria obligatoria. Brazilian Journal of Development. 2019; 5 (11):23511-23521.

Chicago/Turabian Style

Francisco Javier Gil Espinosa; Palma Chillón; Honorato Morente Oria; Ramón Romance García; Cristina Cadenas Sanchez. 2019. "La condición física mejora el rendimiento académico en educación secundaria obligatoria." Brazilian Journal of Development 5, no. 11: 23511-23521.

Review
Published: 11 July 2018 in Sustainability
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Life in cities has allowed the development of our capabilities since they have the necessary elements to evolve through successive generations. Our survival and well-being depend on social interactions. However, the excessive comforts offered by cities can be counterproductive to our health. This paper aims to identify the cognitive effects derived from the regular practice of physical activity (PA), as well as the opportunities and characteristics present in cities to enhance this activity and the pedagogical implications that can be extracted from it. Sustainable cities must achieve their ecological goals through economic development that meets the present needs without compromising the quality of the future. Reports reveal that the widespread lack of PA is a major risk factor for both physical and mental health. The literature provides more and more evidence of how physical exercise affects the brain and cognition, and informs us of how and when we perform our daily PA. An analysis of the situation reveals the need to plan an urbanism committed to the promotion of PA accompanied by an analysis of the characteristics of urban spaces demanded by citizens and a necessary programming of recreational and educational activities that encourage the practice of physical exercise.

ACS Style

Ramón Romance; Adriana Nielsen-Rodríguez; Javier Benítez-Porres; José Luis Chinchilla-Minguet; Honorato Morente-Oria. Cognitive Effects and Educational Possibilities of Physical Activity in Sustainable Cities. Sustainability 2018, 10, 2420 .

AMA Style

Ramón Romance, Adriana Nielsen-Rodríguez, Javier Benítez-Porres, José Luis Chinchilla-Minguet, Honorato Morente-Oria. Cognitive Effects and Educational Possibilities of Physical Activity in Sustainable Cities. Sustainability. 2018; 10 (7):2420.

Chicago/Turabian Style

Ramón Romance; Adriana Nielsen-Rodríguez; Javier Benítez-Porres; José Luis Chinchilla-Minguet; Honorato Morente-Oria. 2018. "Cognitive Effects and Educational Possibilities of Physical Activity in Sustainable Cities." Sustainability 10, no. 7: 2420.

Randomized controlled trial
Published: 09 July 2018 in Journal of the International Society of Sports Nutrition
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Ketogenic diets (KD) have become a popular method of promoting weight loss. More recently, some have recommended that athletes adhere to ketogenic diets in order to optimize changes in body composition during training. This study evaluated the efficacy of an 8-week ketogenic diet (KD) during energy surplus and resistance training (RT) protocol on body composition in trained men. Twenty-four healthy men (age 30 ± 4.7 years; weight 76.7 ± 8.2 kg; height 174.3 ± 19.7 cm) performed an 8-week RT program. Participants were randomly assigned to a KD group (n = 9), non-KD group (n = 10, NKD), and control group (n = 5, CG) in hyperenergetic condition. Body composition changes were measured by dual energy X-ray absorptiometry (DXA). Compliance with the ketosis state was monitored by measuring urinary ketones weekly. Data were analyzed using a univariate, multivariate and repeated measures general linear model (GLM) statistics. There was a significant reduction in fat mass (mean change, 95% CI; p-value; Cohen’s d effect size [ES]; − 0.8 [− 1.6, − 0.1] kg; p < 0.05; ES = − 0.46) and visceral adipose tissue (− 96.5 [− 159.0, − 34.0] g; p < 0.05; ES = − 0.84), while no significant changes were observed in the NKD and CG in fat mass (− 0,5 [− 1.2, 0.3] kg; p > 0.05; ES = − 0.17 and − 0,5 [− 2.4, 1.3] kg; p > 0.05; ES = − 0.12, respectively) or visceral adipose tissue (− 33.8 [− 90.4, 22.8]; p > 0.5; ES = − 0.17 and 1.7 [− 133.3, 136.7]; p > 0.05; ES = 0.01, respectively). No significant increases were observed in total body weight (− 0.9 [− 2.3, 0.6]; p > 0.05; ES = [− 0.18]) and muscle mass (− 0.1 [− 1.1,1.0]; p > 0,05; ES = − 0.04) in the KD group, but the NKD group showed increases in these parameters (0.9 [0.3, 1.5] kg; p < 0.05; ES = 0.18 and (1.3[0.5, 2.2] kg; p < 0,05; ES = 0.31, respectively). There were no changes neither in total body weight nor lean body mass (0.3 [− 1.2, 1.9]; p > 0.05; ES = 0.05 and 0.8 [− 0.4, 2.1]; p > 0.05; ES = 0.26, respectively) in the CG. Our results suggest that a KD might be an alternative dietary approach to decrease fat mass and visceral adipose tissue without decreasing lean body mass; however, it might not be useful to increase muscle mass during positive energy balance in men undergoing RT for 8 weeks.

ACS Style

Salvador Vargas; Ramón Romance; Jorge L. Petro; Diego A. Bonilla; Ismael Galancho; Sergio Espinar; Richard B. Kreider; Javier Benítez-Porres. Efficacy of ketogenic diet on body composition during resistance training in trained men: a randomized controlled trial. Journal of the International Society of Sports Nutrition 2018, 15, 1 -9.

AMA Style

Salvador Vargas, Ramón Romance, Jorge L. Petro, Diego A. Bonilla, Ismael Galancho, Sergio Espinar, Richard B. Kreider, Javier Benítez-Porres. Efficacy of ketogenic diet on body composition during resistance training in trained men: a randomized controlled trial. Journal of the International Society of Sports Nutrition. 2018; 15 (1):1-9.

Chicago/Turabian Style

Salvador Vargas; Ramón Romance; Jorge L. Petro; Diego A. Bonilla; Ismael Galancho; Sergio Espinar; Richard B. Kreider; Javier Benítez-Porres. 2018. "Efficacy of ketogenic diet on body composition during resistance training in trained men: a randomized controlled trial." Journal of the International Society of Sports Nutrition 15, no. 1: 1-9.

Journal article
Published: 15 September 2017 in Retos
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La etapa de Educación Infantil está directamente relacionada con el desarrollo personal y es crucial en el proceso de crecimiento personal. Las experiencias de aprendizaje no pueden ser desgajadas en áreas diferenciadas de desarrollo cognitivo, social, emocional y físico, sino que se encuentran integradas y son dependientes. Este equilibrio se puede lograr a través del juego creativo e interactivo, que soporta y proporciona andamiaje a todas las áreas de desarrollo y de contenido curricular. Desde esta perspectiva, el presente trabajo realiza una puesta en común entre legislación y conocimiento científico en relación al juego y la actividad física en Educación Infantil finalizando con una propuesta de aplicación práctica. Los objetivos de la investigación son: (I) Revisar el conocimiento científico y legislación en relación a la utilización metodológica del juego en educación infantil, (II) revisar el conocimiento científico y legislación en relación a la actividad física en Educación Infantil y (III) realizar una propuesta de aplicación práctica. Se concluye que el juego y actividad física son dos variables fundamentales para lograr una metodología globalizadora, significativa y motivante que aporte calidad al proceso formativo del alumnado en la etapa de educación infantil que puede complementarse con la utilización de recursos digitales y tecnológicos para el aprendizaje. A su vez, se presentan unas líneas generales de intervención, por áreas y bloques de contenidos, al objeto de mejorar la calidad del proceso de enseñanza-aprendizaje. The stage of Early Childhood Education is directly related to personal development and is crucial in the process of personal growth. Learning experiences cannot be split into differentiated areas of cognitive, social, emotional and physical development, however they are integrated and dependent. This balance can be achieved by means of creative and interactive play, which supports and provides scaffolding to all areas of curriculum development and content. From this perspective, the present work brings together legislation and scientific knowledge in relation to play and physical activity in Early Childhood Education, ending with a practical application proposal. The research objectives are: (I) Review scientific knowledge and legislation regarding the methodological use of play in early childhood education; (II) Reviewing scientific knowledge and legislation in relation to physical activity in early childhood education; and (III) Making a practical implementation proposal. It is concluded that play and physical activity are two fundamental variables to achieve a globalizing, meaningful and motivating methodology which provides quality to the students’ formative process in childhood education stage which can be complemented with the use of digital and learning technological resources. At the same time, general lines of intervention are provided, in areas and blocks of contents, in order to improve the quality of the teaching-learning process.

ACS Style

Francisco Javier Gil-Espinosa; Ángel Ramón Romance García; Adriana Nielsen Rodríguez. Juego y actividad física como indicadores de calidad en Educación Infantil (Games and physical activity as indicators of quality in Early Childhood Education). Retos 2017, 252 -257.

AMA Style

Francisco Javier Gil-Espinosa, Ángel Ramón Romance García, Adriana Nielsen Rodríguez. Juego y actividad física como indicadores de calidad en Educación Infantil (Games and physical activity as indicators of quality in Early Childhood Education). Retos. 2017; (34):252-257.

Chicago/Turabian Style

Francisco Javier Gil-Espinosa; Ángel Ramón Romance García; Adriana Nielsen Rodríguez. 2017. "Juego y actividad física como indicadores de calidad en Educación Infantil (Games and physical activity as indicators of quality in Early Childhood Education)." Retos , no. 34: 252-257.