Un modelo de alfabetización física, participación de los padres y factores sociales en el desarrollo motor de los niños con el desarrollo social como moderador
DOI:
https://doi.org/10.47197/retos.v66.113168Palabras clave:
Alfabetización física, participación de los padres, factores sociales, desarrollo motor físico, desarrollo socialResumen
Introducción: El desarrollo motor temprano es crucial para el crecimiento de los niños, pero la inactividad, la falta de concienciación de los padres y el exceso de tiempo frente a la pantalla obstaculizan el progreso. Se necesitan intervenciones urgentes para promover estilos de vida activos desde edades tempranas.
Objetivo: este estudio explora los efectos moderadores del desarrollo social en la relación entre la alfabetización física parental, la implicación parental y otros factores sociales, y el desarrollo motor infantil.
Metodología: Utilizando un enfoque cuantitativo y un diseño transversal, se emplearon encuestas en línea con escalas Likert y análisis de Modelado de Ecuaciones Estructurales-Mínimos Cuadrados Parciales (SEM-PLS).
Resultados: Los hallazgos subrayan la influencia positiva de la alfabetización física de los padres y la participación de los padres en actividades físicas en el desarrollo motor infantil, particularmente entre los niños que muestran fuertes habilidades sociales.
Discusión: Sin embargo, variables sociales como las normas y el apoyo social no demostraron un impacto significativo. Los resultados del estudio indican una fuerte correlación entre la alfabetización física de los padres, su participación en actividades físicas y el desarrollo social de los niños.
Conclusiones: Las conclusiones del estudio sugieren que la mejora del desarrollo motor de los niños puede lograrse mediante la formación de los padres en alfabetización física y la promoción de actividades físicas durante la infancia.
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