Efectos de la actividad física durante las clases sobre la alfabetización motriz: una revisión sistemática (Effects of class-based physical activity in physical literacy: a systematic review)
DOI:
https://doi.org/10.47197/retos.v52.100143Palabras clave:
movimiento, escuela, Educación Física, infancia, adolescencia, desarrollo motorResumen
En el ámbito educativo, la asignatura de Educación Física (EF) es un contexto idóneo para fomentar la práctica de actividad física (AF) y favorecer el desarrollo cognitivo, social y motor o lo que se considera alfabetización motriz (AM). El escaso tiempo lectivo dedicado a la EF limita su influencia sobre el alumnado, por lo que introducir la práctica de AF en el aula ordinaria (AFAO) puede suponer un estímulo significativo. Los objetivos de este estudio fueron: a) identificar estudios que traten de desarrollar la AM por medio de AFAO o EF, b) conocer los efectos de estas intervenciones y c) identificar los aspectos del diseño de estos estudios que se consideren como los más eficaces. Para ello, se realizó una revisión sistemática a través de siete bases de datos científicas y se identificaron 14013 estudios de los cuales se incluyeron 17 en la revisión. Los resultados obtenidos respecto a las intervenciones en AFAO sugieren que pueden servir para mejorar principalmente la atención, sobre todo, aquellas con una duración de 10 a 15 minutos y con una intensidad moderada o vigorosa. En cuanto a las intervenciones realizadas en las clases de EF, pese a que es difícil extraer conclusiones definitivas debido al nivel de heterogeneidad en las características de las intervenciones, las variables analizadas y los instrumentos de evaluación empleados, parece ser que aquellas intervenciones centradas en crear un clima motivacional a través de juegos o el aprendizaje colaborativo se muestran eficaces para mejorar tanto la competencia motriz como el disfrute al realizar AF.
Palabras clave: movimiento, escuela, Educación Física, infancia, adolescencia, desarrollo motor.
Abstract. In the school setting, Physical Education (PE) can be an ideal context to promote physical activity (PA) participation, with benefits in pupils’ cognitive, psychosocial, and motor development, or what is considered as Physical Literacy (PL). However, school time dedicated to PE is scarce, so including regular classroom-based PA can provide a significant stimulus to increase the time spent practicing PA and its associated benefits. The objectives of this study were: a) to identify studies that attempt to develop PL by means of classroom-based PA or PE, b) to determine the effects of these interventions, and c) to identify the aspects of the design of these studies that are considered to be the most effective. To this end, a systematic review was carried out using seven scientific databases and 14013 studies were identified, of which 17 were included in the review. The results obtained with respect to AFAO interventions suggest that they can serve to improve attention, especially those with a duration of 10 to 15 minutes and with moderate or vigorous intensity. Although it is difficult to draw definitive conclusions about the interventions carried out in PE classes due to the level of heterogeneity in the characteristics of the interventions, the variables analyzed and the evaluation instruments used, it seems that those interventions focused on creating a motivational climate through games or collaborative learning are effective in improving both motor competence and enjoyment when performing PA.
Keywords: movement, school, Physical Education, childhood, adolescence, motor development.
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