Efectos de la actividad física sobre los estilos de aprendizaje según el modelo de Kolb de docentes en formación
Year: 2025
Type: article
Study design: Observational Study
Abstract: Introduction and Objective. The objective of this study was to analyze how physical activity influences the learning styles of pre-service teachers at the Faculty of Educational Sciences of the Universidad Nacional del Altiplano de Puno. Given the increasing emphasis on physical activity in education and its potential impact on cognitive and pedagogical processes, this study seeks to clarify its relationship with different learning styles. Methodology. The research was carried out between July and December 2024, with a sample of 416 participants, whose mean age was 20.31 ± 3.07 years. Learning styles were assessed and analyzed through MANOVA factor analysis to determine the influence of physical activity and age. Results. The findings indicated that the predominant learning style was convergent (41.1%), characterized by the ability to solve problems in a practical manner and apply ideas to concrete situations. MANOVA results showed that both physical activity and age had statistically significant effects on learning styles, with modest effect sizes but high statistical power (η² = 0.026 and η² = 0.028, respectively; 1-β > 0.919). Specifically, physical activity demonstrated a significant impact on two dimensions of Kolb’s model: reflective observation and active experimentation. For reflective observation, physical activity was associated with deeper reflection on experiences from multiple perspectives (F(2,0) = 3.150; p < 0.05; η² = 0.016). Discussion. The results suggest that physical activity not only benefits health and well-being but also contributes to shaping learning preferences in pre-service teachers. The association with reflective observation and active experimentation highlights its potential role in strengthening metacognitive skills and practical application of knowledge. Conclusions. Physical activity positively influences the development of certain learning styles among teachers in training, an effect modulated by age. These findings underscore the importance of fostering physical activity habits to optimize educational processes and enhance the quality of teacher preparation.
Source: Retos
Institution: Universidad Nacional del Altiplano
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $215
OpenAlex ID: W4414575317
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