¿Cuál es el modelo de aprendizaje de la educación física en la era digital? Revisión bibliográfica de diversos estudios (What is the learning model of physical education in the digital era? Literature review of various studies)
DOI:
https://doi.org/10.47197/retos.v61.109583Palabras clave:
digital era, physical education, technological advancementResumen
La era digital ha cambiado el panorama de la educación física (EF), en la que la tecnología desempeña un papel importante en el proceso de aprendizaje. Este artículo revisa diversos estudios sobre el uso de la tecnología en la educación física para comprender las tendencias, beneficios y desafíos en la implementación de modelos de aprendizaje digital. La búsqueda en este estudio utilizó la aplicación Harzing Publish or Perish. La búsqueda se inició utilizando la base de datos Scopus con las palabras clave («learning model» AND «physical education» OR «sports education» AND «digital era»). Inicialmente, se identificaron 12.654 publicaciones a través de la búsqueda en la base de datos (Scopus: 2.831 artículos). Tras seguir los criterios de exclusión, sólo quedaron 10 artículos. La búsqueda se realizó siguiendo las directrices de los Elementos de Información Preferidos para Revisiones Sistemáticas y Metaanálisis (PRISMA). La revisión mostró que tecnologías como las aplicaciones móviles, el aprendizaje electrónico, la realidad virtual, los medios digitales y los videojuegos pueden mejorar la motivación, el compromiso y la comprensión de los estudiantes. Sin embargo, es necesario tener en cuenta retos como las limitaciones de infraestructura, la preparación de los usuarios y la posible reducción de los aspectos físicos en el aprendizaje físico. Por lo tanto, es necesario un enfoque equilibrado entre el uso de la tecnología y la actividad física, así como un apoyo adecuado para maximizar los beneficios de la tecnología en la educación física. Se recomienda seguir investigando para explorar estrategias más eficaces en la integración de la tecnología en el aprendizaje de la educación física en diferentes contextos. Aunque existen muchos estudios en la literatura sobre la falta de compromiso de las adolescentes en la Educación Física (EF), la mayoría sólo investigan las causas fundamentales, mientras que pocos toman iniciativas para abordar los problemas inherentes.
Palabras clave : modelo de aprendizaje, educación física, era digital, avances tecnológicos
Abstract. The digital age has changed the landscape of physical education (PE), with technology playing an important role in the learning process. This article reviews various studies on the use of technology in physical education to understand the trends, benefits, and challenges in implementing digital learning models. The search in this study used the Harzing Publish or Perish application. The search was initiated using the Scopus database with keywords ("learning model" AND "physical education" OR "sports education" AND "digital era"). Initially, 12.654 publications were identified through the database search (Scopus: 2,831 articles). After following exclusion criteria, only 10 articles remained. The search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review showed that technologies such as mobile apps, e-learning, virtual reality, digital media, and video games can improve student motivation, engagement, and understanding. However, challenges such as infrastructure limitations, user readiness, and potential reduction of physical aspects in physical learning need to be considered. Therefore, a balanced approach between the use of technology and physical activity is needed, as well as adequate support to maximize the benefits of technology in physical education. Further research is recommended to explore more effective strategies in integrating technology into physical education learning across different contexts. Although there are many studies on adolescent girls' lack of engagement in Physical Education (PE) in the literature, most only investigate the root causes, while few take initiatives to address the inherent problems.
Keywords: learning model, physical education, digital era, technological advancement
Citas
Adinda, D. (2021). A competency-based approach to support e-learning during the covid-19 situation. Proceedings of the European Conference on E-Learning, ECEL. https://doi.org/10.34190/EEL.21.043
Aditya, D. S. (2021). Embarking Digital Learning Due to COVID-19: are Teachers Ready? Journal of Technology and Science Education, 11(1), 104–116. https://doi.org/10.3926/jotse.1109
Athaya, H., Dewantara, J., Husein, M., Taiar, R., Malek, N. F. A., & Shukla, M. (2023). Analysis of physical fitness in students: a comparative study based on social status. Tanjungpura Journal of Coaching Research, 1(3), 71–78. https://doi.org/10.26418/tajor.v1i3.66542
Aziz, I., Okilanda, A., Permadi, A. A., Tjahyanto, T., Prabowo, T. A., Rozi, M. F., Suganda, M. A., & Suryadi, D. (2023). Correlational study: Sports Students’ special test results and basic athletic training learning outcomes. Retos, 49, 519–524. https://doi.org/10.47197/retos.v49.98820
Bodsworth, H., & Goodyear, V. A. (2017). Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education. Physical Education and Sport Pedagogy, 22, 563–579. https://doi.org/10.1080/17408989.2017.1294672
Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers and Education, 182, 104463. https://doi.org/10.1016/j.compedu.2022.104463
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, Education and Society, 22(2), 288–304. https://doi.org/10.1080/13573322.2016.1226792
Chambers, F., & Sandford, R. (2019). Learning to be human in a digital world: a model of values fluency education for physical education. Sport, Education and Society, 24(9), 925–938. https://doi.org/10.1080/13573322.2018.1515071
Cheng, J. (2021). RETRACTED: Evaluation of physical education teaching based on web embedded system and virtual reality. Microprocessors and Microsystems, 83, 103980. https://doi.org/https://doi.org/10.1016/j.micpro.2021.103980
Fawns, T. (2022). An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education, 4, 711–728. https://doi.org/10.1007/s42438-022-00302-7
Friskawati, G. F., Karisman, V. A., & Stephani, M. R. (2020). Analyzing the Challenges to Using Technology in Physical Education. Proceedings of the 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019). https://doi.org/10.2991/assehr.k.200219.005
Gawrisch, D. P., Richards, K. A. R., & Killian, C. M. (2020). Integrating Technology in Physical Education Teacher Education: A Socialization Perspective. Quest, 72(3), 260–277. https://doi.org/10.1080/00336297.2019.1685554
Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 1–25. https://doi.org/10.1007/s10639-021-10523-1
Greve, S., Thumel, M., Jastrow, F., Krieger, C., Schwedler, A., & Süßenbach, J. (2022). The use of digital media in primary school PE–student perspectives on product-oriented ways of lesson staging. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2020.1849597
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Harianto, E., Gustian, U., Supriatna, E., Shalaby, M. N., & Taiar, R. (2023). Stimulating game performance skills in students: experimental studies using net games. Tanjungpura Journal of Coaching Research, 1(2), 63–70. https://doi.org/10.26418/tajor.v1i2.65009
Hofer, S. I., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, 106789. https://doi.org/10.1016/j.chb.2021.106789
Institute of Medicine. (2013). Physical activity, fitness, and physical education: Effects on academic performance. In Educating the student body: taking physical activity and physical education to school.
Jiang Wen Ming, J., Alhussin Alali, A., Abd Malek, N. F., Madarsa, N. I., Baki, M. H., & Mohamad, N. I. (2023). Impact of Hand Grip and Sit-And-Reach Exercises in Children Aged 6-7 Years. Journal of Coaching and Sports Science, 2(2), 86–92. https://doi.org/10.58524/002023227200
Jill Attewell, C. S.-S., & Douch, R. (2009). The Impact of Mobile Learning: Examining What It Means for Teaching and Learning. Learning and Skills Development Agency.
Koekoek, J., van der Mars, H., van der Kamp, J., Walinga, W., & van Hilvoorde, I. (2018). Aligning Digital Video Technology with Game Pedagogy in Physical Education. Journal of Physical Education, Recreation and Dance, 89(1), 12–22. https://doi.org/10.1080/07303084.2017.1390504
Kok, M., Komen, A., van Capelleveen, L., & van der Kamp, J. (2020). The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2019.1688773
König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Laurent, C. W. S., Burkart, S., Andre, C., & Spencer, R. M. C. (2021). Physical activity, fitness, school readiness, and cognition in early childhood: A systematic review. In Journal of Physical Activity and Health (Vol. 18, Issue 8, pp. 1004–1013). https://doi.org/10.1123/jpah.2020-0844
Malicka, I., Mrowiec, J., Sajkiewicz, N., Siewierska, K., Czajkowska, M., & Woźniewski, M. (2019). Physical fitness of school-age children after cancer treatment. International Journal of Environmental Research and Public Health, 16(8), 1436. https://doi.org/10.3390/ijerph16081436
Mariati, D. S., Sumaryanti, S., Nugroho, S., Yassin, A., & Budayati, E. S. (2024). Movement reinforcement factors related to children’s motor skills: a review study in sports education. Tanjungpura Journal of Coaching Research, 2(1), 37–45. https://doi.org/10.26418/tajor.v2i1.74751
Merino-Campos, C., del-Castillo, H., & Medina-Merodio, J. A. (2023). Factors affecting the Acceptance of Video Games as a Tool to improve students’ academic performance in Physical Education. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11295-y
Mohamed Shaffril, H. A., Samah, A. A., Samsuddin, S. F., & Ali, Z. (2019). Mirror-mirror on the wall, what climate change adaptation strategies are practiced by the Asian’s fishermen of all? In Journal of Cleaner Production (pp. 232, 104–117). https://doi.org/10.1016/j.jclepro.2019.05.262
Murtagh, E. M., Calderón, A., Scanlon, D., & MacPhail, A. (2023). Online teaching and learning in physical education teacher education: A mixed studies review of literature. European Physical Education Review. https://doi.org/10.1177/1356336X231155793
Østerlie, O., & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in norwegian secondary physical education. Education Sciences, 10(4), 110. https://doi.org/10.3390/educsci10040110
Palao, J. M., Hastie, P. A., Cruz, P. G., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2013.813404
Palička, P., Jakubec, L., & Zvoníček, J. (2016). Mobile apps that support physical activities and the potential of these applications in physical education at school. Journal of Human Sport and Exercise, 11(1), S176–S194. https://doi.org/10.14198/jhse.2016.11.Proc1.08
Pelamonia, S. P., & Puriana, R. H. (2023). Retreat dribble and tight zig-zag combo training: does it affect the improvement of basketball athletes’ dribble skills? Tanjungpura Journal of Coaching Research, 1(2), 48–55. https://doi.org/10.26418/tajor.v1i2.66778
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future. https://doi.org/10.1177/2347631120983481
Rizqika Rizal, D. H., Subekti, N., & Alzaid, M. T. (2022). Physical Fitness Profile of Students in terms of Student Activities in Sports. Journal of Coaching and Sports Science, 3(2), 113–121. https://doi.org/10.58524/jcss.v1i1.111
Rozi, F., Putri, M. W., & Wijaya, M. R. A. (2021). E-Learning System For Physical Education In IAIN Salatiga Using Google Classroom. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(2), 270–277. https://doi.org/10.31004/edukatif.v3i2.268
Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
Samsuddin, S. F., Shaffril, H. A. M., & Fauzi, A. (2020). Heigh-ho, heigh-ho, to the rural libraries we go! - a systematic literature review. In Library and Information Science Research. https://doi.org/10.1016/j.lisr.2019.100997
Segura-Robles, A., Fuentes-Cabrera, A., Parra-González, M. E., & López-Belmonte, J. (2020). Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education. Frontiers in Psychology, 11, 1–8. https://doi.org/10.3389/fpsyg.2020.01103
Silva, R. C. A., e Silva, V. L. de F. F., & Silva, A. P. (2019). Distance learning for teaching in physical education. Motriz. Revista de Educacao Fisica, 25(1). https://doi.org/10.1590/s1980-6574201900010002
Simplicio, C. L., Purita, J., Murrell, W., Santos, G. S., Santos, R. G. dos, & Lana, J. F. S. D. (2024). Physiotherapy techniques used in injury treatment: a systematic review of tennis elbow. Tanjungpura Journal of Coaching Research, 2(3), 114–123. https://doi.org/10.26418/tajor.v2i3.86823
Trabelsi, O., Gharbi, A., Masmoudi, L., & Mrayeh, M. (2020). Enhancing female adolescents’ engagement in physical education classes through video-based peer feedback. Acta Gymnica. https://doi.org/10.5507/ag.2020.014
Union, I. T. (2015). ICT Data and Statistics Division. Printed in Switzerland.
Vega-Ramírez, L., Notario, R. O., & Ávalos-Ramos, M. A. (2020). The relevance of mobile applications in the learning of physical education. Education Sciences. https://doi.org/10.3390/educsci10110329
Wawrzyniak, S., Cichy, I., Matias, A. R., Pawlik, D., Kruszwicka, A., Klichowski, M., & Rokita, A. (2021). Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.614138
Wayan Mertha, I., & Mahfud, M. (2022). History Learning Based On Wordwall Applications To Improve Student Learning Results Class X Ips In Ma As’adiyah Ketapang. International Journal of Educational Review, Law And Social Sciences (IJERLAS), 2(5 SE-Articles), 507–612. https://doi.org/10.54443/ijerlas.v2i5.369
Williams, L., Martinasek, M., Carone, K., & Sanders, S. (2020). High School Students’ Perceptions of Traditional and Online Health and Physical Education Courses. Journal of School Health. https://doi.org/10.1111/josh.12865
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107–114. https://doi.org/10.1080/17439884.2020.1761641
Yusroni, M. (2024). Game model to improve motor skills through traditional sports: Development study on elementary school students. Tanjungpura Journal of Coaching Research, 2(2), 71–79. https://doi.org/10.26418/tajor.v2i2.79872
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
