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
Ahmadi, H., Gholamzadeh, M., Shahmoradi, L., Nilashi, M., & Rashvand, P. (2018). Diseases diagnosis using fuzzy logic methods: A systematic and meta-analysis review. Computer Methods and Programs in Biomedicine,161, 145–172 . https://doi.org/10.1016/j.cmpb.2018.04.013
Al Ardha, M. A., Nurhasan, N., Nur, L. ., Chaeroni, A. ., Bikalawan, S. S. ., & Yang, C. B. . (2024). Análisis de Aplicaciones Basadas en Android en Educación Física y Deportes: Revisión Sistemática (Analysis of Android-Based Applications in Physical Education and Sports: Systematic Review). Retos, 57, 390–398. https://doi.org/10.47197/retos.v57.107158
Barnett, L. M., Mazzoli, E., Bowe, S. J., Lander, N., & Salmon, J. (2022). Reliability and validity of the PL-C Quest, a scale designed to assess children’s self-reported physical literacy. Psychology of Sport and Exercise, 60. https://doi.org/10.1016/j.psychsport.2022.102164
Belanger, K., Barnes, J. D., Longmuir, P. E., Anderson, K. D., Bruner, B., Copeland, J. L., Gregg, M. J., Hall, N., Kolen, A. M., Lane, K. N., Law, B., MacDonald, D. J., Martin, L. J., Saunders, T. J., Sheehan, D., Stone, M., Woodruff, S. J., & Tremblay, M. S. (2018). The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines. BMC Public Health, 18. https://doi.org/10.1186/s12889-018-5897-4
Bremer, E., Graham, J. D., & Cairney, J. (2020). Outcomes and feasibility of a 12-week physical literacy intervention for children in an afterschool program. International Journal of Environmental Research and Public Health, 17(9). https://doi.org/10.3390/ijerph17093129
Cairney, J., Dudley, D., Kwan, M., Bulten, R., & Kriellaars, D. (2019). Physical Literacy, Physical Activity and Health: Toward an Evidence-Informed Conceptual Model. Sports Medicine, 49 (3), 371–383. https://doi.org/10.1007/s40279-019-01063-3
Caldwell, H. A. T., Di Cristofaro, N. A., Cairney, J., Bray, S. R., Macdonald, M. J., & Timmons, B. W. (2020). Phys-ical literacy, physical activity, and health indicators in school-age children. International Journal of Environmental Re-search and Public Health, 17(15), 1-12. https://doi.org/10.3390/ijerph17155367
Castelli, D. M., Centeio, E. E., Beighle, A. E., Carson, R. L., & Nicksic, H. M. (2014). Physical literacy and Compre-hensive School Physical Activity Programs. Preventive Medicine, 66, 95–100. https://doi.org/10.1016/j.ypmed.2014.06.007
Chaeroni , A. ., Nurhasan, N., Ardha, M. A. A., Nur, L., Pranoto, N. W., Govindasamy, K., Khishe, M., Ahmed, M., & Talib, K. (2024). Exploración de ramas de la física para el manejo de varios casos en aplicaciones deportivas: Una revisión sistemática de la literatura (Exploration of branches of physics for handling several cases in sports ap-plications: A systematic literature review). Retos, 56, 998–1008. https://doi.org/10.47197/retos.v56.105056
Chaeroni , A. ., Widya Pranoto, N., Talib, K., Ahmed, M., Khishe, M., Okilanda, A., & Nizam Lani, . M. (2024). Efectos de la Actividad Física en la Salud Física, el Comportamiento y la Personalidad según el Estatus Social de Ni-ños Urbanos y Rurales: Una revisión sistemática (Effects of Physical Activity on Physical Health, Behavior and Per-sonality by Social Status of Urban and Rural Children: A Systematic Review). Retos, 56, 1148–1160. https://doi.org/ 10.47197/retos.v56. 104519
Cornish, K., Fox, G., Fyfe, T., Koopmans, E., Pousette, A., & Pelletier, C. A. (2020). Understanding physical literacy in the context of health: a rapid scoping review. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09583-8
Coyne, P., Vandenborn, E., Santarossa, S., Milne, M. M., Milne, K. J., & Woodruff, S. J. (2019). Physical literacy improves with the run jump throw wheel program among students in grades 4–6 in southwestern ontario. Applied Physiology, Nutrition and Metabolism, 44(6), 645-649. https://doi.org/10.1139/apnm-2018-0495
Cretu, D. M., & Morandau, F. (2020). Initial teacher education for inclusive education: A bibliometric analysis of edu-cational research. Sustainability (Switzerland), 12(12). https://doi.org/10.3390/SU12124923
Daly-Smith, A., Morris, J. L., Hobbs, M., & McKenna, J. (2019). Commentary on a recent article on the effects of the “Daily Mile” on physical activity, fitness and body composition: Addressing key limitations. BMC Medicine, 17 (1). https://doi.org/ 10.1186/s12916-019-1335-4
Dania, A., Kaioglou, V., & Venetsanou, F. (2020). Validation of the Canadian Assessment of Physical Literacy for Greek children: Understanding assessment in response to culture and pedagogy. European Physical Education Review, 26(4), 903-919. https://doi.org/10.1177/1356336X20904079
Diao, Y., Wang, L., Chen, S., Barnett, L. M., Mazzoli, E., Essiet, I. A., Wang, X., Wang, L., Zhao, Y., Li, X., & Li, J. (2024). The validity of the Physical Literacy in Children Questionnaire in children aged 4 to 12. BMC Public Health, 24(1). https://doi.org/10.1186/s12889-024-18343-x
Durden-Myers, E. J., Green, N. R., & Whitehead, M. E. (2018). Implications for promoting physical literacy. Journal of Teaching in Physical Education, 37(3), 262-271. https://doi.org/10.1123/jtpe.2018-0131
Fairhurst, A., & Hotham, S. (2017). Going further than the “Daily Mile”. Perspectives in Public Health, Vol. 137 ( 2), 83–84. https://doi.org/10.1177/1757913916685639
Geets-Kesić, M., Maras, N., & Gilić, B. (2023). Analysis of the Association Between Health Literacy, Physical Litera-cy, and Scholastic Achievement; A Preliminary Cross-Sectional Study Among High-School Students From Southern Croatia. Montenegrin Journal of Sports Science and Medicine, 19(1), 3-9. https://doi.org/10.26773/mjssm.230301
Gopalakrishnan, S., & Ganeshkumar, P. (2013). Systematic reviews and meta-analysis: Understanding the best evi-dence in primary healthcare. Journal of Family Medicine and Primary Care, 2(1), 9. https://doi.org/10.4103/2249-4863.109934
Gusril, G., Komaini, A., Arrasyih, F., Cholik Mutohir, T., Salleh Aman, M., Chaeroni, A., & Andika, H. (2024). Ac-tividades lúdicas infantiles vistas desde el aspecto de la ubicación geográfica (Children’s play activities viewed from the geographical location aspect). Retos, 60, 217–222. https://doi.org/10.47197/retos.v60.108938
Gusril., Rasyid, W., Mariati, S., Chaeroni, A., Arrasyih, F., Lopes, V.P., Talib, K.B., Hong, F. (2024). Physical Activi-ty in the Form of Children's Games and Motor Ability in a Group of Indigenous People inIndonesia. International Journal of Human Movement and Sports Sciences, 12(2), 345-355. DOI:10.13189/saj.2024.120209
Hutton, B., Catalá-López, F., & Moher, D. (2016). The PRISMA statement extension for systematic reviews incorpo-rating network meta-analysis: PRISMA-NMA. Medicina Clínica (English Edition), 147(6), 262-266. https://doi.org/10.1016/ j.medcle.2016.10.003
Jefferies, P., Ungar, M., Aubertin, P., & Kriellaars, D. (2019). Physical Literacy and Resilience in Children and Youth. Frontiers in Public Health, 7. https://doi.org/10.3389/fpubh.2019.00346
Kesic, M. G., Peric, M., Gilic, B., Manojlovic, M., Drid, P., Modric, T., Znidaric, Z., Zenic, N., & Pajtler, A. (2022). Are Health Literacy and Physical Literacy Independent Concepts? A Gender-Stratified Analysis in Medical School Students from Croatia. Children, 9(8). https://doi.org/10.3390/children9081231
Kriellaars, D. J., Cairney, J., Bortoleto, M. A. C., Kiez, T. K. M., Dudley, D., & Aubertin, P. (2019). The impact of circus arts instruction in physical education on the physical literacy of children in grades 4 and 5. Journal of Teaching in Physical Education, 38(2), 162-170. https://doi.org/10.1123/jtpe.2018-0269
Kurniati, E., Suwono, H., Ibrohim, I., Suryadi, A., & Saefi, M. (2022). International Scientific Collaboration and Re-search Topics on STEM Education: A Systematic Review. Eurasia Journal of Mathematics, Science and Technology Edu-cation, 18(4). https://doi.org/10.29333/ejmste/11903
Li, M. H., Sum, R. K. W., Sit, C. H. P., Wong, S. H. S., & Ha, A. S. C. (2020). Associations between perceived and actual physical literacy level in Chinese primary school children. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-8318-4
Liu, Y., Liu, S. X., Sum, R. K. W., Duncan, M. J., Gu, Y. D., & Li, M. H. (2024). Associations between levels of phys-ical literacy and adherence to the 24-h movement guidelines among university students: A cross-sectional study. Journal of Exercise Science and Fitness, 22(3), 221-226. https://doi.org/10.1016/j.jesf.2024.03.006
Long, B., Liu, Y., Chen, S., Yang, Y., Tang, S., Yang, J., & Wang, Y. (2024). Fitness promotion in college: the rela-tionships among students’ perceived physical literacy, knowledge, and physical fitness. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1305121
Lundvall, S. (2015). Physical literacy in the field of physical education - A challenge and a possibility. Journal of Sport and Health Science, 4(2), 113–118. https://doi.org/10.1016/j.jshs.2015.02.001
Ma, C., Yue, M., & Zhu, X. (2024). Knowledge, Attitudes and Practices Toward Physical Literacy Among the College Students During COVID-19 School Closure. Journal of Multidisciplinary Healthcare, 17, 1629–1640. https://doi.org/10.2147/ JMDH.S449880
Maidawilis., Dewi S., Welis, W., Alimuddin., & Chaeroni, A. (2022). The Effect of Endhorpin Massage and Physical Activity on Reducing Back Pain Intensity of Pregnant Women. International Journal of Human Movement and Sports Sciences, 10(4), 633 - 637. DOI: 10.13189/saj.2022.100401
Mandigo, J., Lodewyk, K., & Tredway, J. (2019). Examining the impact of a teaching games for understanding ap-proach on the development of physical literacy using the passport for life assessment tool. Journal of Teaching in Physical Education, 38(2). https://doi.org/10.1123/jtpe.2018-0028
Mazzoli, E., Xu, J., & Barnett, L. M. (2024). Physical literacy is associated with children’s adherence to physical ac-tivity guidelines during COVID-19. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2024.2335143
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10). https://doi.org/10.1016/j.jclinepi.2009.06.005
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Estarli, M., Barrera, E. S. A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D. M., Altman, D. G., Booth, A., … Whitlock, E. (2016). Preferred reporting items for sys-tematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Espanola de Nutricion Humana y Dietetica, 20(2). https://doi.org/10.1186/2046-4053-4-1
Nezondet, C., Gandrieau, J., Nguyen, P., & Zunquin, G. (2023). Perceived Physical Literacy Is Associated with Cardi-orespiratory Fitness, Body Composition and Physical Activity Levels in Secondary School Students. Children, 10(4). https://doi.org/10.3390/children10040712
Okilanda, A., Suganda, M. A., Chaeroni, A., Rozi, M. F. ., Saputra, M. ., Nugroho , S., Bhosle, J., Mishra, R. ., Singh, J. ., Rajpoot, Y. S. ., Govindasamy , K. ., Elayaraja, M. ., & Gogoi, H. . (2024). Análisis comparativo de ejercicios de flexiones elevadas y en el suelo para la activación del músculo pectoral mayor (Comparative analysis of elevated and floor push-up exercises for activation of the pectoralis major muscle). Retos, 57, 747–752. https://doi.org/10.47197/retos.v57.107264
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134. https://doi.org/10.1016/j.jclinepi.2021.02.003
Paul, J., Lim, W. M., O’Cass, A., Hao, A. W., & Bresciani, S. (2021). Scientific procedures and rationales for system-atic literature reviews (SPAR-4-SLR). International Journal of Consumer Studies. https://doi.org/10.1111/ijcs.12695
Pot, N., Whitehead, M. E., & Durden-Myers, E. J. (2018). Physical literacy from philosophy to practice. Journal of Teaching in Physical Education, 37(3). https://doi.org/10.1123/jtpe.2018-0133
Rajkovic Vuletic, P., Gilic, B., Zenic, N., Pavlinovic, V., Kesic, M. G., Idrizovic, K., Sunda, M., Manojlovic, M., & Sekulic, D. (2024). Analyzing the Associations between Facets of Physical Literacy, Physical Fitness, and Physical Activity Levels: Gender- and Age-Specific Cross-Sectional Study in Preadolescent Children. Education Sciences, 14(4). https://doi.org/10.3390/educsci14040391
Roetert, E. P., & MacDonald, L. C. (2015). Unpacking the physical literacy concept for K-12 physical education: Whatshould we expect the learner to master?. Journal of Sport and Health Science, 4(2), 108–112. https://doi.org/10.1016/j.jshs.2015.03.002
Sepriadi, S., Syafruddin, S., Khairuddin, K., Alnedral, A., Rifki, M. S., Bafirman, B., Ihsan, N., Eldawaty, E., Hayati, S. R., Pratiwi, H., Pratiwi, M. D., & Chaeroni , A. . (2024). Efecto del estado nutricional y los ingresos de los padres sobre la aptitud física de los estudiantes de primaria (Effect of nutritional status and parents’ income on physical fit-ness of elementary school students). Retos, 58, 506–510. https://doi.org/10.47197/retos.v58.107998
Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., Altman, D. G., Booth, A., Chan, A. W., Chang, S., Clifford, T., Dickersin, K., Egger, M., Gøtzsche, P. C., Grimshaw, J. M., Groves, T., Helfand, M., … Whitlock, E. (2015). Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015: Elaboration and explanation. BMJ (Online).349. https://doi.org/10.1136/bmj.g7647
Shearer, C., Goss, H. R., Boddy, L. M., Knowles, Z. R., Durden-Myers, E. J., & Foweather, L. (2021). Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review. Sports Medicine – Open, 7(1). https://doi.org/10.1186/s40798-021-00324-8
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Re-search, 104. https://doi.org/10.1016/ j.jbusres.2019.07.039
Stewart, L. A., Clarke, M., Rovers, M., Riley, R. D., Simmonds, M., Stewart, G., & Tierney, J. F. (2015). Preferred reporting items for a systematic review and meta-analysis of individual participant data: The PRISMA-IPD state-ment. In JAMA - Journal of the American Medical Association, 313, (16). https://doi.org/10.1001/jama.2015.3656
Thorburn, M. (2020). A critical review of the Daily Mile programme as a contributor to lifelong physical activity. Inter-national Journal of Lifelong Education, 39(3), 263-271. https://doi.org/10.1080/02601370.2020.1765890
Urbano-Mairena, J., Mendoza-Muñoz, M., Carlos-Vivas, J., Pastor-Cisneros, R., Castillo-Paredes, A., Rodal, M., & Muñoz-Bermejo, L. (2024). Role of Satisfaction with Life, Sex and Body Mass Index in Physical Literacy of Spanish Children. Children, 11(2). https://doi.org/10.3390/children11020181
Whitehead, J., Telfer, H., & Lambert, J. (2013). Values in youth sport and physical education. Values in Youth Sport and Physical Education. 1-255 https://doi.org/10.4324/9780203114155
Whitehead, M. (2013). The History and Development of Physical Literacy. Journal of Sport Science and Physical Educa-tion. https://www.icsspe.org/sites/default/files/ bulletin65_0.pdf#page=22
Whitehead, M. (2019). Physical literacy across the world. Physical Literacy across the World. 1-290. https://doi.org/10.4324/9780203702697
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Yan, W., Chen, L., Wang, L., Meng, Y., Zhang, T., & Li, H. (2023). Association between enjoyment, physical activity, and physical literacy among college students: a mediation analysis. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1156160
Zhang, C., Liu, Y., Xu, S., Sum, R. K. W., Ma, R., Zhong, P., Liu, S., & Li, M. (2022). Exploring the Level of Physi-cal Fitness on Physical Activity and Physical Literacy Among Chinese University Students: A Cross-Sectional Study. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.833461
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess