Comparación de género en la alfabetización física: una revisión sistemática y meta-análisis de niños y adolescentes (Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents)
DOI:
https://doi.org/10.47197/retos.v60.108312Palabras clave:
Alfabetización física, Género, Niños y adolescentes, Dominios, Desarrollo potencialResumen
Este estudio realiza una revisión sistemática de la literatura y un meta-análisis sobre la alfabetización física, con un enfoque en las comparaciones de género entre niños y adolescentes en edad escolar. La alfabetización física (AF) es un concepto multidimensional que implica interacción social y ambiental, conocimiento y comprensión, motivación y confianza, así como competencia física. El objetivo de este estudio es evaluar el impacto de las intervenciones en estos dominios y examinar la brecha de género existente. Los métodos empleados incluyen una Revisión Sistemática de la Literatura (RSL) y un meta-análisis, con datos obtenidos de las bases de datos Scopus y PubMed. El análisis se realizó utilizando modelos de efectos fijos y aleatorios, con la evaluación del sesgo de publicación mediante el gráfico de embudo, la prueba de correlación de rangos y la prueba de Egger. Los resultados indican que las intervenciones en AF tienen efectos significativos en varios dominios con diferencias basadas en el género. El dominio de la interacción social y ambiental no mostró un efecto significativo general, mientras que los dominios de conocimiento y comprensión, y de motivación y confianza, exhibieron efectos pequeños pero significativos, con una tendencia de mejores resultados en las mujeres. El dominio de la competencia física mostró una influencia moderada y significativa, con una mayor mejora en los varones. El dominio general de la alfabetización física mostró un efecto positivo significativo, enfatizando la importancia de un enfoque holístico en las intervenciones de AF. Estos hallazgos proporcionan recomendaciones basadas en evidencia para prácticas de educación física más inclusivas y políticas escolares, y ayudan a abordar la brecha de género en el desarrollo de la alfabetización física
Palabras clave: Alfabetización física, Género, Niños y adolescentes, Dominios, Desarrollo potencial
Abstract. This study conducts a systematic literature review and meta-analysis on physical literacy, with a focus on gender comparisons among school-aged children and adolescents. Physical literacy (PL) is a multidimensional concept involving social and environmental interaction, knowledge and understanding, motivation and confidence, as well as physical competence. The aim of this study is to evaluate the impact of interventions on these domains and to examine the existing gender gap. The methods employed include a Systematic Literature Review (SLR) and meta-analysis, with data sourced from the Scopus and PubMed databases. The analysis was performed using fixed and random effects models, with publication bias evaluated through Funnel plot, Rank Correlation Test, and Egger's Test. The results indicate that PL interventions have significant effects on several domains with gender-based differences. The social and environmental interaction domain showed no overall significant effect, whereas the knowledge and understanding, and motivation and confidence domains exhibited small but significant effects, with females tending to demonstrate better outcomes. The physical competence domain showed a moderate and significant influence, with males showing greater improvement. The overall physical literacy domain exhibited a significant positive effect, emphasizing the importance of a holistic approach in PL interventions. These findings provide evidence-based recommendations for more inclusive physical education practices and school policies, and help address the gender gap in the development of physical literacy.
Keywords: Physical literacy, gender, children and adolescents, domains, potential development
Citas
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