<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1888-7546</journal-id>
<journal-title><![CDATA[Revista Andaluza de Medicina del Deporte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Andal Med Deporte]]></abbrev-journal-title>
<issn>1888-7546</issn>
<publisher>
<publisher-name><![CDATA[Centro Andaluz de Medicina del Deporte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1888-75462016000400166</article-id>
<article-id pub-id-type="doi">10.1016/j.ramd.2015.05.008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre actividad física, procesos cognitivos y rendimiento académico de escolares: revisión de la literatura actual]]></article-title>
<article-title xml:lang="en"><![CDATA[Relation of physical activity, cognitive and academic performance in children: Review of current literature]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relação entre atividade física, processos cognitivos e desempenho acadêmico escolar: revisão da literatura atual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reloba]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chirosa]]></surname>
<given-names><![CDATA[L.J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reigal]]></surname>
<given-names><![CDATA[R.E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Grupo Investigación IDAFISAD ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Departamento Educación Física y Deportiva ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>9</volume>
<numero>4</numero>
<fpage>166</fpage>
<lpage>172</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1888-75462016000400166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1888-75462016000400166&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1888-75462016000400166&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: Si bien los beneficios de la actividad física sobre la salud en edades tempranas se encuentran ampliamente contrastados, la asociación entre actividad física y cognición no parece tan contundente. El objetivo de esta revisión fue analizar los efectos del ejercicio físico sobre los procesos cognitivos del niño/a, así como los patrones de actividad física más adecuados para alcanzarlos.  Método: Se revisaron artículos originales en inglés y español publicados en las bases de datos de MEDLINE/Pub-Med, SCOPUS, DIALNET así como en el metabuscador Google Scholar, atendiendo a los efectos de la actividad física sobre cualquier proceso cognitivo en niños de 6 a 12 años de edad, publicados entre enero de 1999 y marzo de 2014.  Resultados: Un total de 27 artículos fueron analizados. La actividad física tiene una influencia positiva sobre los procesos cognitivos del discente si bien estos no parecen ser apreciables en su rendimiento académico a corto plazo.  Conclusión: La utilización de rendimiento académico como variable usando calificaciones escolares parece poco acertada, teniendo la mayoría de los artículos consultados al respecto, resultados débiles o nulos. Por otro lado, parece existir una fuerte relación entre intensidad de actividad física y funciones ejecutivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: Although the benefits of physical activity on different aspects related to health in children are widely contrasted, the association between physical activity and cognition does not seem so clear. The aim of this review was to examine the effects of exercise on cognitive performance of children and to determine the kind of physical activity more suitable to get it.  Method: MEDLINE/Pub-Med, SCOPUS, DIALNET and Google Scholar were reviewed attending to effects of physical activity on cognitive process in children 6 to 12 years-old. The collecting was limited to original articles in English or Spanish language, published between January 1999 and March 2014.  Results: A total of 27 publications were analyzed. Physical activity has a positive influence on cognitive achievement although these effects were not significant in short-term academic performance.  Conclusion: The use of academic performance as variable using official marks is not advisable, most articles reviews has weak results. On the other hand there seems to be a strong relationship between intensity of physical activity and executive functions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo: Embora os benefícios da atividade física na saúde em uma idade precoce sejam amplamente contrastado, a associação entre atividade física e cognição não parece tão esmagadora. O objetivo desta revisão foi examinar os efeitos do exercício sobre os processos cognitivos da criança e os padrões de atividade física mais adequada para alcançá-los.  Método: Foram revisarados artigos originais em Inglês e Espanhol publicados nas bases de dados MEDLINE/Pub-Med, Scopus, DIALNET, bem como metabuscador Google escolar, de janeiro de 1999 a março 2014 atendendo os efeitos da atividade física sobre qualquer processo cognitivo em crianças de 6 a 12 anos de idade.  Resultados: Um total de 27 itens foram analisados. A atividade física tem uma influência positiva sobre os processos cognitivos, a aprendizagem, embora eles não pareçam ser significativos no desempenho escolar a curto prazo.  Conclusões: O uso de rendimento acadêmico como uma variável usando notas escolares parece imprudente, tendo a maioria dos artigos consultados a respeito, resultados fracos ou nulo. Por outro lado, parece haver uma forte relação entre a intensidade da atividade física e funções executivas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actividad física]]></kwd>
<kwd lng="es"><![CDATA[Intensidad]]></kwd>
<kwd lng="es"><![CDATA[Cognición]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="en"><![CDATA[Physical activity]]></kwd>
<kwd lng="en"><![CDATA[Intensity]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
<kwd lng="en"><![CDATA[Cognitive performance]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="pt"><![CDATA[Atividade física]]></kwd>
<kwd lng="pt"><![CDATA[A intensidade]]></kwd>
<kwd lng="pt"><![CDATA[A cognição]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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