Tecnologías de la Información y la Comunicación en Educación Física: un análisis bibliométrico (Information and Communication Technologies in Physical Education: bibliometric analysis)

análisis bibliométrico (bibliometric analysis)

  • Ana Isabel Sospedra Harding Universidad Católica de Valencia
  • Paloma Escamilla Fajardo Universitat de València https://orcid.org/0000-0002-4518-5569
  • Sergio Aguado Berenguer
Palabras clave: Educación Física, Tecnologías de la Información y la Comunicación, TIC, análisis bibliométrico, actividad física, (Physical Education, Information and Communication Technologies, ICT, bibliometric analysis, physical activity)

Resumen

 

Influenciada por los cambios tecnológicos, sociales y culturales, la educación se ha visto obligada a integrar las Tecnologías de la Información y la Comunicación (TIC) en el aula. El mundo digital está en constante evolución, por lo que el profesorado necesita una formación continua para adaptar su metodología docente a los nuevos recursos tecnológicos en Educación Física (EF). Este análisis bibliométrico pretende identificar las líneas de investigación más activas en este campo de conocimiento hasta la fecha. La búsqueda ha sido realizada en Web of Science Core Collection. Para ello se han analizado 155 artículos y revisiones, de 349 autores de 30 países diferentes, publicados en 90 revistas. Según la red de co-palabras, aparecieron 6 clusters, analizados temáticamente: (i) desarrollo de habilidades de uso de las TIC en profesores y alumnos, (ii) ventajas de las TIC en el ámbito del deporte, (iii) lucha contra la inactividad física a través de herramientas digitales, (iv) beneficios de la adquisición de habilidades relacionadas con las TIC en la Educación Física, (v) profesores y alumnos que muestran una actitud positiva hacia la integración de las TIC en la Educación Física, (vi) urgencia en el desarrollo de un nuevo sistema educativo regido por la igualdad de oportunidades. La información obtenida puede contribuir a extender el conocimiento para académicos y profesionales sobre el estado actual del campo de estudio. De mismo modo, presenta lagunas existentes en la literatura que son necesarias de cubrir y se exponen futuras líneas o tendencias de estudio. 

Abstract. Influenced by technological, social and cultural changes, education has been forced to integrate Information and Communication Technologies (ICT) in the classroom. The digital world is in constant evolution, which means that teachers need continuous training in order to adapt their teaching methodology to the new technological resources in Physical Education (PE). This bibliometric analysis aims to identify the most active lines of research in this field of knowledge to date. The search was carried out in Web of Science Core Collection. To this point, 155 articles and reviews have been analyzed, from 349 authors from 30 different countries, published in 90 journals. According to the network of co-words, 6 clusters appeared, analyzed thematically: (i) developing ICT use skills in teachers and students, (ii) advantages of ICT in the field of sport, (iii) combating physical inactivity through digital tools, (iv) benefits of acquiring ICT-related PE skills, (v) teachers and students showing a positive attitude towards the integration of ICT in PE, (vi) urgency in the development of a new educational system governed by equal opportunities. The information obtained can contribute to extend knowledge for academics and professionals on the current state of the field of study. Likewise, it presents existing gaps in the literature that need to be filled and future lines or trends of study are presented.

Biografía del autor/a

Paloma Escamilla Fajardo, Universitat de València

Departamento de Educación Física y Deportiva

Citas

Ambrós, Q., Foguet, O., & Rodríguez, J. (2013). Introducción de las TIC en Educación Física. Estudio descriptivo sobre la situación actual. Apunts. Educación Física y Deportes, 2(3), 37-44. https://doi.org/10.5672/apunts.2014-0983.es.(2013/3).113.03

Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x

Batanero, J. M. F., Rueda, M. M., Cerero, J. F., & Tadeu, P. Impacto de las TIC en el alumnado con discapacidad en el área de Educación Física: una revisión sistemática. Retos, nuevas tendencias en educación física, deporte y recreación , (39), 849 – 856. https://doi.org/10.47197/retos.v0i39.78602

Beashell, P., & Sibson, A. (2000). ICT in Physical Education-Help or Hindrance? British Journal of Teaching Physical Education, 31(2), 6–9.

Briceño-Pira, L., Muñoz, D. P. G., & Romero, R. F. (2019). Usos de las TICs en preescolar: hacia la integración curricular. (Uses of ICT in preschool: towards curricular integration). Panorama, 13(24), 20-32. https://doi.org/10.15765/pnrm.v13i24.1203

Castañeda-Vázquez, C., Espejo-Garcés, T., Zurita-Ortega, F., & Fernández-Revelles, A. B. (2019). La formación de los futuros docentes a través de la gamificación, tic y evaluación continua. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 8(2), 55–63. https://doi.org/10.6018/sportk.391751

Castro-Sánchez, M., Linares Manrique, M., Sanromán-Mata, S., & Pérez-Cortés, A. J. (2017). Análisis de los comportamientos sedentarios, práctica de actividad física y uso de videojuegos en adolescentes. Sportis, 3(2), 241–255. https://doi.org/10.17979/sportis.2017.3.2.1746

Chukhlantseva, N. (2017). Integration of active videogames in physical training of school students. Science and Education, 4, 14–20.

Cuberos, R. C., Sánchez, M. C., Ortega, F. Z., Garcés, T. E., & Martínez, A. M. (2016). Videojuegos activos como recurso TIC en el aula de Educación Física: estudio a partir de parámetros de ocio digital-Active Videogames as ICT tool in Physical Education classroom: research from digital leisure parameters. Digital Education Review, 29, 112–123.

Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537. https://doi.org/10.1002/pits.20488

Escamilla-Fajardo, P., Núñez-Pomar, J. M., Ratten, V., & Crespo, J. (2020). Entrepreneurship and Innovation in Soccer: Web of Science Bibliometric Analysis. Sustainability, 12(11), 4499-4516. https://doi.org/10.3390/su12114499

Fernandez Abuin, J. P. (2008). The Olympic Movement and the new technologies in the area of Physical Education and Sport to inclination of the didactic pattern of webquest. Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte, 8(29), 1–14. https://doi.org/10.15366/rimcafd

Flores, H., Hui, P., Tarkoma, S., Li, Y., Srirama, S., & Buyya, R. (2015). Mobile code offloading: from concept to practice and beyond. IEEE Communications Journal, 53(3), 80–88. https://doi.org/10.1109/mcom.2015.7060486

Gao, P., Zhao, J., & Li, X. (2019). Keyword Co-occurrence Analysis of Research on Innovation Ecosystem Studies. Economic Management Journal, 8(2), 25-36.

Gil, J. F. L., Cavichiolli, F. R., & Lucas, J. L. Y. (2020). Programas de intervención para la promoción de hábitos alimenticios saludables en escolares españoles practicantes de Educación Física: una revisión sistemática. Retos: nuevas tendencias en educación física, deporte y recreación, (37), 786-792.

Göktaş, Z. (2018). The Attitudes of Physical Education and Sport Students towards Information and Communication Technologies, TechTrends, 56(2), 22–30. https://doi.org/10.1007/s11528-012-0560-x

Filgueira-Gomis, J. M. F. (2016). Apps Para Adquisición de Hábitos Saludables Dentro de la Educación Física. Revista de Educación Física: Renovar La Teoría y Practica, 144, 22–31. https://doi.org/10.36443/10259/5451

Guan, A., Gao, C., Zhang, T., & Zhou, W. (2018). Exploring the metaphor of information under the context of information science research: a co-words analysis. Procedia Computer Science, 131, 739–745. https://doi.org/10.1016/j.procs.2018.04.319

Hinojo Lucena, F. J., Lopez Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sanchez, S. (2020). Academic effects of the use of flipped learning in physical education. International journal of environmental research and public health, 17(1), 276. https://doi.org/10.3390/ijerph17010276

Hinojo-Lucena, F. J., Mingorance-Estrada, Á. C., Trujillo-Torres, J. M., Aznar-Díaz, I., & Cáceres Reche, M. P. (2018). Incidence of the flipped classroom in the physical education students’ academic performance in university contexts. Sustainability, 10(5), 1334-1346. https://doi.org/10.3390/su10051334

Kretschmann, R. (2015). Physical Education Teachers’ Subjective Theories about Integrating Information and Communication Technology (ICT) into Physical Education. Turkish Online Journal of Educational Technology-TOJET, 14(1), 68–96.

Legrain, P., Gillet, N., Gernigon, C., & Lafreniere, M.-A. (2015). Integration of information and communication technology and pupils’ motivation in a physical education setting. Journal of Teaching in Physical Education, 34(3), 384–401. https://doi.org/10.1123/jtpe.2014-0013

León, M. P., Ayuso, A. P., & Madrona, P. G. (2020). Hábitos y motivos de ejercicio físico en estudiantes universitarios y su relación con el valor otorgado a la Educación Física. Retos: nuevas tendencias en educación física, deporte y recreación, (37), 78-84.

Meza, E. I. A., & López, J. A. H. (2021). Physical activity in university student athletes, prior and in confinement due to pandemic associated with COVID-19. Retos: nuevas tendencias en educación física, deporte y recreación, (39), 112, 572 – 575.

Middelweerd, A., Mollee, J. S., van der Wal, C. N., Brug, J., & Te Velde, S. J. (2014). Apps to promote physical activity among adults: a review and content analysis. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 97-108. https://doi.org/10.1186/s12966-014-0097-9

National Association for Sport and Physical Education (2004). Moving into the future: National standards for physical education (2nd ed.). Columbus, OH: McGraw-Hill.

National Association for Sport and Physical Education. (2005). Is it physical education or physical activity? NASPE position statement. Strategies, 19(2): 33-34.

Okely, A. D., Booth, M. L., & Patterson, J. W. (2001). Relationship of physical activity to fundamental movement skills among adolescents. Medicine and Science in Sports and Exercise, 33(11), 1899–1904. https://doi.org/10.1097/00005768-200111000-00015

Panadero-Pérez, N., Román, R.-S., Joya-Barroso, M., & Román-Mata, S. (2019). Digital sedentarism as a precursor to the deterioration of health adolescents and young people. ESHPA - Education, Sport, Health and Physical Activity, 3(3), 368-383.

Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603–622. https://doi.org/10.1016/j.compedu.2009.04.001

Papastergiou, M. (2010). Enhancing physical education and sport science students’ self-efficacy and attitudes regarding information and communication technologies through a computer literacy course. Computers & Education, 54(1), 298–308. https://doi.org/10.1016/j.compedu.2009.08.015

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Ramos Echazarreta, R., Valdemoros San Emeterio, M. Á., Sanz-Arazuri, E., & Ponce de León Elizondo, A. (2011). La influencia de los profesores sobre el ocio físico deportivo de los jóvenes: Percepción de los agentes educativos más cercanos a ellos. Revista de Currículum y Formación de Profesorado, 11(2), 1-19. https://doi.org/10.18172/con.583

Skute, I. (2019). Opening the black box of academic entrepreneurship: a bibliometric analysis. Scientometrics, 120(1), 237–265. https://doi.org/10.1007/s11192-019-03116-w

Stanescu, M., Stoicescu, M., Bejan, R., & Vasiliu,. A. M. (2011). Computer use in physical education and sports teaching. ELearning & Software for Education, 11(5), 540-545.

Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: how do we prepare the workforce of the future? European Journal of Teacher Education, 31(1), 55–72. https://doi.org/10.1080/02619760701845016

Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424. https://doi.org/10.14742/ajet.1201

Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617–632. https://doi.org/10.1111/j.1467-8535.2006.00520.x

Voogt, J., & Knezek, G. (2008). International handbook of information technology in primary and secondary education (Vol. 20). Springer Science & Business Media.

Wyant, J., & Baek, J.-H. (2019). Re-thinking technology adoption in physical education. Curriculum Studies in Health and Physical Education, 10(1), 3–17. https://doi.org/10.1080/25742981.2018.1514983

Yang, L., Chen, Z., Liu, T., Gong, Z., Yu, Y., & Wang, J. (2013). Global trends of solid waste research from 1997 to 2011 by using bibliometric analysis. Scientometrics, 96(1), 133–146. https://doi.org/10.1007/s11192-012-0911-6

Yerdelen-Damar, S., Boz, Y., & Aydın-Günbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26(4), 394-405. https://doi.org/10.1007/s10956-017-9687-z

Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Gutiérrez-Vela, F. L., & González-Valero, G. (2018). Effect of an intervention program based on active video games and motor games on health indicators in university students: A pilot study. International Journal of Environmental Research and Public Health, 15(7), 1329-1341. https://doi.org/10.3390/ijerph15071329

Publicado
2021-03-15
Cómo citar
Sospedra Harding, A. I., Escamilla Fajardo, P., & Aguado Berenguer, S. (2021). Tecnologías de la Información y la Comunicación en Educación Física: un análisis bibliométrico (Information and Communication Technologies in Physical Education: bibliometric analysis). Retos, 42, 89-99. https://doi.org/10.47197/retos.v42i0.87761
Sección
Revisiones teóricas