Acoso escolar y Educación Física: una revisión sistemática (Bullying in schools and Physical Education: A systematic review)
DOI:
https://doi.org/10.47197/retos.v0i34.59527Palabras clave:
Revisión sistemática, Educación Física, acoso escolar, escolares, pedagogía (Systematic review, Physical Education, school bullying, schoolchildren, pedagogy)Resumen
El objetivo de este trabajo es realizar una revisión sistemática de estudios sobre acoso escolar y Educación Física (EF). Se identifican, categorizan y analizan los artículos señalando sus características y sintetizando los principales temas de investigación y su contenido. Para ello, se ha consultado la base de datos Web of Science®. Se seleccionaron un total de 19 artículos científicos. Respecto al análisis documental, se presentan hallazgos sobre revistas más productivas, autores e instituciones con mayor actividad investigadora en este campo y metodología de investigación utilizada en los estudios encontrados. Además, se hace un análisis cualitativo centrado en el contenido de los 4 temas identificados, que son: factores predictores de acoso en EF, caracterización del acoso en EF, clima de aula y acoso en EF, y percepción de miembros de la comunidad educativa respecto al acoso en EF. Finalmente, entre las conclusiones, se presentan algunas orientaciones prácticas para el profesor de derivadas de los resultados de las investigaciones revisadas que podrían contribuir a la mejora de la enseñanza de la EF orientada a la prevención de este tipo de conductas en las clases.
Abstract: This paper is a systematic review of studies about bullying in schools and Physical Education (PE). The papers were identified, categorized, and analysed based on their characteristics, as well as summarizing their main research topics and their content. For this purpose, the database Web of Science® was consulted. A total of 19 scientific papers were selected. Regarding the quantitative analysis, results about the most productive journals, authors and institutions with higher research activity in this field and research methodology used were presented. In addition, a qualitative analysis focused on the content of the four topics identified was carried out. These topics are: factors predicting bullying in PE; characterization of bullying in PE; classroom climate and bullying in PE; and educational community members’ perception of bullying in PE. Finally, in the conclusions, some practical guidelines for teachers drawn from the results of the papers reviewed are presented. These guidelines could contribute to teaching improvement in PE, with a focus on prevention of this kind of behaviours in the classroom
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