Enfoques interdisciplinarios en educación física: una revisión sistemática (Interdisciplinary approaches to physical education: A systematic review)
DOI:
https://doi.org/10.47197/retos.v49.97733Palabras clave:
educación física, enfoque interdisciplinario, enfoque transversal, objetivos de la educación física, revisión sistemáticaResumen
El objetivo de este estudio es proporcionar una visión general de los artículos de investigación publicados en las bases de datos Scopus, WoS y ERIC, desde 2000 hasta 2022, relacionados con el enfoque interdisciplinario de la asignatura de educación física. El estudio fue concebido como una revisión sistemática basada en el Diagrama de flujo de la declaración PRISMA. Teniendo en cuenta los criterios de selección, el conjunto inicial de 773 artículos se redujo a una muestra final de 15 documentos para la revisión sistemática. Los resultados obtenidos inducen a pensar que la educación física puede contribuir a promover un enfoque pedagógico alternativo basado en ayudar a los estudiantes a adquirir conocimientos, habilidades o competencias relacionadas con otras áreas curriculares fuera de la educación física. Este estudio confirma que los enfoques interdisciplinarios de la educación física son un área en crecimiento en la investigación de la pedagogía de la educación física y el deporte. Los docentes que pretenden llevar a cabo este enfoque más allá de su propia disciplina, en colaboración con docentes de otras áreas suelen carecer de orientaciones claras para hacerlo. Aunque la literatura publicada ciertamente podría ayudar a su implementación en el aula, los profesores de educación física no siempre tienen acceso ilimitado a investigaciones especializadas publicadas en línea, y lo que encuentran no siempre es aplicable a las condiciones particulares de su aula.
Palabras clave: educación física; enfoque interdisciplinario; enfoque transversal; revisión sistemática.
Abstract. This study aims to provide an overview of research articles published in the Scopus, WoS and ERIC databases, from 2000 to 2022, related to the interdisciplinary approach of Physical Education (PE) subject to summarise the benefits that this approach can offer to students. The study was conceived as a systematic review based on the Flow diagram of PRISMA declaration. Taking into account selection criteria, a set of 773 papers was reduced to a final sample of 15 documents for the systematic review. Results provided evidence that PE in mandatory public schooling can contribute to promoting an alternative approach based on helping students to gain knowledge, skills, or competencies related to curricular areas outside PE. This study confirms that interdisciplinary approaches to PE are a growing area in PE and sport pedagogy research. Teachers naturally struggle to carry out objectives from their discipline in collaboration with teachers from other fields, and vice versa, they lack guidance. Though published literature could certainly help to show the way, PE teachers do not always have unlimited access to specialised research published online, and what they find is not always applicable to their particular classroom conditions.
Keywords: physical education; interdisciplinary approach; cross-disciplinary approach; systematic review.
Citas
Adkins, M., Wajciechowski, M.R., & Scantling, E. (2013). The Mystery Behind the Code: Differentiated Instruction with Quick Response Codes in Secondary Physical Education. Strategies, 26(6), 17-22. https://doi.org/10.1080/08924562.2013.839432
Akin, S. (2019). Fine Motor Skills, Writing Skills and Physical Education Based Assistive Intervention Program in Children at Grade 1. Asian Journal of Education and Training, 5(4), 518-525. https://doi.org/10.20448/journal.522.2019.54.518.525
Almond, L. (2012). Physical education in schools (2nd ed.). Routledge.
Arias, M., & Lafuente, J.C. (2022). Análisis del trabajo de contenidos matemáticos desde el área de Educación Física. Retos, 45, 224–232. https://doi.org/10.47197/retos.v45i0.92365
Backman, E., & Larsson, H. (2016). What should a physical education teacher know? An analysis of learning outcomes for future physical education teachers in Sweden. Physical Education and Sport Pedagogy, 21(2), 185–200. https://doi.org/10.1080/17408989.2014.946007
Barker, D. M., & Nyberg, G. (2021). Metaphors of movement learning. In H. Larsson (Ed.), Learning movements. New perspectives of movement education (pp. 48–68). London: Routledge-Taylor & Francis Group.
Beni, S, Fletcher, T., & Ní Chróinín, D. (2016). Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest, 00(00), 1–22. https://doi.org/10.1080/00336297.2016.1224192
Bento. S., Elaine, D.P., & De Marco, A. (2016). O diálogo na Educaçao infantil; o moviment, a interdisciplinariedade e a Educaçao Física. Movimento, 22 (4) 1195–1208
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. Oxford: Rowman and Littlefield Publishers.
Borrull Riera, A., & Valls Bautista, C. (2022). Implementación y validación de una gincana para aprender genética en educación secundaria. Retos, 43, 127–134. https://doi.org/10.47197/retos.v43i0.89131
Brostolin, M.R., & Diniz de Moraes, C. (2021). Educação infantil e educação física na perspectiva interdisciplinar: (im)possibilidades. Acta Scientiarium. 43. https://doi.org/10.4025/actascieduc.v43i1.48032
Bueno, D. (2018). Neurociencia para educadores (2nd ed.). Barcelona: Octaedro.
Casey, A., & Kirk, D. (2021). Models-based Practice in Physical Education. London: Routledge-Taylor & Francis Group.
Clapham, E.D., Ciccomascolo, L.E., & Clapham, J.A. (2015). Empowering Girls with Chemistry, Exercise and Physical Activity. Strategies, 28(4), 40–46. https://doi.org/10.1080/08924562.2015.1044143
Crum, B. (2012). La crisis de identidad de la Educación Física. Diagnóstico y explicación. Educación Física y Ciencia, 14, 61–72.
Davidson, C.N. (2017). The new education. How to revolutionise the university to prepare students for a world in flux. New York: Basic Books.
Devís, J. (2006). Socially critical research perspectives in physical education. In: D. Kirk, D. Macdonald & M. O’Sullivan (Eds.), The handbook of physical education (pp.37–58). London: SAGE Publications Ltd .
Devís, J. (2018). Los discursos sobre las funciones de la educación física escolar. Continuidades, discontinuidades y retos. Valencia: Publicacions de la Universitat de Valencia.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Med. Sci. Sports Exerc. 48, 1197– 1222. https://doi.org/10.1249/mss.0000000000000966.
Dos Santos, M.F., Marcon, D., & Toigo, D. (2012). Inserção da Educação Física na área de Linguagens, Códigos e suas Tecnologias. Motriz, 18(3), 571–580. https://doi.org/10.1590/s1980-65742012000300017
Ennis, C.D. (2014). The role of students and content in teacher effectiveness. Research Quarterly for Exercise and Sport, 85(1), 6–13. https://doi.org/10.1080/02701367.2014.872979
European Commission (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy (The Eurydice Report). Brussels: Publications Office of the European Union.
Fernández-García, L., & Fernández-Río, J. (2019). Proyecto Wonderwall: identificación y manejo de emociones en la Educación Física de Educación Primaria (Project Wonderwall. Emotions’ identification and management in Primary Education Physical Education). Retos, 35, 381–386. https://doi.org/10.47197/retos.v0i35.63259
Ferrando-Félix, S., Chiva-Bartoll, O., & Peiró-Velert, C. (2019). Realidad de la educación física en la escuela rural: una revisión sistemática. Retos, 36, 604-610. https://doi.org/10.47197/retos.v36i36.68766
Finn, K.E., & McInnis, K.J. (2014). Teachers’ and Students’ Perceptions of the Active Science Curriculum: Incorporating Physical Activity Into Middle School Science Classrooms. The Physical Educator, 71, 234–253.
Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement. Educational Psychology Review, 27(3), 391-404. https://doi.org/10.1007/s10648-015-9327-1
Garcia-Calvo, T., Sánchez-Oliva, D., Leo, F.M., Amado, D., & Pulio J.J. (2016). Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes. Physical Education and Sport Pedagogy, 21 (6), 572–588.https://doi.org/10.1080/17408989.2015.1043256
Garrett, R., & Wrench, A. (2007). Physical experiences: primary student teachers’ conceptions of sport and physical education. Physical Education and Sport Pedagogy, 12(1), 23–42. https://doi.org/10.1080/17408980601060234
Harari, Y.N. (2018). 21 Lessons for the 21st Century. London: Vintage digital.
Hraste, M., De Giorgio, A., Jelaska, P. M., Padulo, J., & Granic, I. (2018). When mathematics meets physical activity in the school-aged child: The effect of an integrated motor and cognitive approach to learning geometry. PLoS One, 13(8), Article e0196024. https://doi.org/10.1371/journal.pone.0196024.
Herold, F.A., & Waring, M. (2017). Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education. Physical Education and Sport Pedagogy, 22(3) 1-15. https://doi.org/10.1080/17408989.2016.1192592
Higgins, P.T., & Green, S. (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0. The Cochrane Collaboration. https://handbook-5-1.cochrane.org/.
Hsu, H.M.J. (2011). The potential of Kinect in Education. International Journal of Information and Education Technology, 1(5), 365–370. https://doi.org/10.7763/ijiet.2011.v1.59
Ito, Y. (2019). The Effectiveness of a CLIL Basketball Lesson: A Case Study of Japanese Junior High School. English Language Teaching. 12 (11), 42-54. https://doi.org/10.5539/elt.v12n11p42
Jäger, K., Schmidt, M., Conzelmann, A., & Roebers, C. M. (2014). Cognitive and physiological effects of an acute physical activity intervention in elementary school children. Front. Psychol. 5, 1-11. https://doi.org/10.3389/fpsyg.2014.01473.
Jung, H., Pope, S., & Kirk, D. (2016). Policy for physical education and school sport in England, 2003–2010: vested interests and dominant discourses. Physical (21)5, 501-516. https://doi.org/10.1080/17408989.2015.1050661
Kirk, D. (2010). Physical Education Futures. London: Routledge.
Kirk, D., & Haerens, L. (2014). New research programmes in physical education and sport pedagogy. Sport, Education and Society, 19(7), 899–911. https://doi.org/10.1080/13573322.2013.874996
Koç, Y., & Alper, A. (2017). The relationship between sportsmanship level of secondary school students and their success regarding the religious culture and knowledge of ethics courses. Educational Research and Reviews, 12 (16) 754–761. https://doi.org/10.5897/err2017.3316
Larsson, H. (2021). Movement learning in educational contexts. In H. Larsson (Ed.), Learning movements. New perspectives of movement education (pp. 69–88). London: Routledge-Taylor & Francis Group.
Larsson, H., & Nyberg, G. (2017). It doesn’t matter how they move really, as long as they move.’ Physical education teachers on developing their students' movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137-149. https://doi.org/10.1080/17408989.2016.1157573
Lindgren, R., Tscholl, M., Wang, S., and Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Comput. Educ. 95, 174–187. https://doi.org/10.1016/j.compedu.2016.01.001.
Lindgren, R., & Barker, D. (2019). Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning. Physical Education and Sport Pedagogy, 24(5), 534–547. https://doi.org/10.1080/17408989.2019.1635106
Lloyd, R. (2015). The ‘function-to-flow’ model: an interdisciplinary approach to assessing movement within and beyond the context of climbing, Physical Education and Sport Pedagogy.” 20(6), 571–592. https://doi.org/10.1080/17408989.2014.895802
Madsen, K., & Aggerholm, K. (2020). Embodying education - a bildung theoretical approach to movement integration”. Nordic Journal of Studies in Educational Policy, 6(2), 157–164. https://doi.org/10.1080/20020317.2019.1710949
Maliszewska, A.A. (2020). Análisis Inicial de la Enseñanza del Idioma Español por Medio de Actividades Deportivas en Varsovia (Polonia). Revista Interuniversitaria de Formación del Profesorado, 95 (34.1), 161-176. https://doi.org/10.47553/rifop.v34i1.77851
Marco, B. (2008). Competencias básicas. Hacia un nuevo paradigma educativo. Madrid: Narcea.
Mavilidi, M. F., Ruiter, M., Schmidt, M., Okely, A. D., Loyens, S., Chandler, P., & Paas, F. (2018). A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration. Frontiers in Psychology, 9, 1–17. https://doi.org/10.3389/fpsyg.2018.02079
Mavilidi, M. F., Pesce, C., Benzing, V., Schmidt, M., Paas, F., Okely, A. D., & Vazou, S. (2022). Meta-analysis of movement-based interventions to aid academic and behavioral outcomes: A taxonomy of relevance and integration. Educational Research Review, 37, 100478. https://doi.org/10.1016/j.edurev.2022.100478.
McNamee, M. (2005). The Nature and Values of Physical Education. In: K. Green & K. Hardman (Eds.), Physical Education: Essential Issues (pp. 1–20). London: SAGE Publications Ltd.
Menéndez-Alvarez-Hevia, D., Urbina-Ramírez, S., Forteza-Forteza, D., & Rodríguez-Martín, A. (2022). Contribuciones de los estudios de futuros para la educación: Una revisión sistemática. Comunicar: Revista Científica de Comunicación y Educación, 30(73), 9-20. https://doi.org/10.3916/C73-2022-01
Meurs, P. (2012). Education as Praxis: A Corporeal Hermeneutical Account. META: Research in Hermeneutics, Phenomenology, and Practical Philosophy, 4(2), 363–376
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.G., The Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), 123-130. https://doi.org/10.1371/journal.pmed.1000097
Murphy, K.M., & Maeda, J.K. (2012). Games for Multicultural Physical Education. Journal of Physical Education, Recreation & Dance. 83(9), 37–49. https://doi.org/10.1080/07303084.2002.10607746
Nyberg, G., & Larsson, H. (2014). Exploring ‘what’ to learn in physical education. Physical Education and Sport Pedagogy, 19(2), 123–135. https://doi.org/http://dx.doi.org/10.1080/17408989.2012.726982
Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2018). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117–133. https://doi.org/10.1080/17408989.2017.1342789
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R., Glanville, J., Grimshaw, J.M., Hróbjartsson A., Lalu, M.M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., y Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11. https://doi.org/10.31222/osf.io/v7gm2
Peiró-Velert, C., & Molina-Alventosa, P. (2020). La Educación Física escolar en España (1975-2020): tendencias en innovación e investigación educativa. In N. Puig-Barata & A. Camps-Povill (Eds.), Diálogos sobre el deporte (1975-2020) (pp. 266–281). Barcelona: Inde.
Quarmby, T., Sandford, R., & Elliot, E. (2019). I actually used to like PE, but not now’: understanding care-experienced young people’s (dis)engagement with physical education. Sport, Education and Society, 24(7), 714–726. https://doi.org/10.1080/13573322.2018.1456418
Ricoeur, P. (2018). Hermenéutica y acción. De la hermenéutica del texto a la hermenéutica de la acción. Buenos Aires: Docencia.
Robinson, K., & Aronica, L. (2015). Creative Schools: Revolutionizing Education from the Ground Up. London: Penguin Random House.
Rodrigues-Silva, J., & Alsina, A. (2022). Las matemáticas desde el abordaje STEAM en la educación primaria: una revisión sistemática de la literatura. In Blanco, T.F., Núñez-García, C., Cañada, M.C., & González-Calero, J.A. (Ed). Investigación en Educación Matemática XXV. (pp. 509-518). Santiago de Compostela: Sociedad Española de Investigación en Educación Matemática.
Sotoca Orgaz, P., Herrador Varo, M., Hernández Gándara, A., & Arévalo Baeza, M. (2023). Un serious game para el desarrollo de las capacidades expresivas corporales y el conocimiento de los Objetivos de Desarrollo Sostenible. Retos, 48, 34–42. https://doi.org/10.47197/retos.v48.96507
Spintzyk, K., Strehlke, F., Ohlberger, S., Gröben, B., & Wegner, C. (2016). An Empirical Study Investigating Interdisciplinary Teaching of Biology and Physical Education. Science Educator, 25 (1), 35–42
Sprake, A., & Temple, C. (2018). Physical Education or Physical Entertainment: where’s the education in PE? Journal of Qualitative Research in Sport Studies, 10(1), 157–176.
Svendsen, A.M., & Svendsen, J.T. (2016). Teacher or coach? How logics from the field of sports contribute to the construction of knowledge in physical education teacher education pedagogical discourse through educational texts. Sport, Education and Society, 21(5), 796–810. https://doi.org/10.1080/13573322.2014.956713
Tul, M., Leskošek, B., & Kovač, M. (2019). The Professional Competences of Physical Education Teachers from North-Eastern Italy. CEPS Journal, 9(1), 103-120. https://doi.org/10.26529/cepsj.662.
UNESCO. (2015). Quality Physical Education. Policy Guidelines. Paris: UNESCO.
Vazou, S., and Smiley-Oyen, A. L. (2014). Moving and academic learning are not antagonists: acute effects on executive function and Enjoyment. Journal of Sport and Exercise Psychol. 36, 474–485. https://doi.org/10.1123/jsep.2014-0035.
Whitehead, M. (2001). The Concept of Physical Literacy. European Journal of Physical Education, 6, 127–138. https://doi.org/10.1080/1740898010060205
Whitehead, M. (2005). Physical Literacy – A Developing Concept. British Philosophy of Sport Association 1–21.
Whitehead, M. (2010). Physical Literacy Throughout the Lifecourse. Oxon: Routledge.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 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
