Use of artificial intelligence tools to personalize exercise routines for seventh grade Students in General Basic Education

Abstract

The study aimed to analyze the relationship between the use of artificial intelligence tools to personalize exercise routines and participation in physical activities among seventh-grade students in General Basic Education. The research employed a quantitative approach with a non-experimental, correlational, and cross-sectional design. The sample consisted of 50 students selected through non-probability convenience sampling. Two 15-item questionnaires, each organized into three dimensions and based on a five-point Likert scale, were used for data collection. Content validity was assessed by five experts, yielding Aiken's V coefficients of 0.920 and 0.940. Reliability was determined using Cronbach's alpha, with values of 0.874 and 0.891, respectively. Descriptive results indicated that 54.0% of students reported a moderate level of artificial intelligence tool use, while 28.0% reported a high level. Regarding perceived participation in personalized physical activities, 56.0% were classified at a moderate level and 28.0% at a high level. The Shapiro-Wilk test indicated a statistically significant deviation from normality for physical activity participation (p = 0.038); therefore, Spearman's rank correlation coefficient was applied. A statistically significant positive association was identified between both variables (ρ = 0.648; p < 0.001). It was concluded that greater self-reported use of artificial intelligence tools was associated with higher perceived participation in personalized physical activities, without establishing causal relationships.