Resultados psicológicos de las intervenciones de actividad física en el aula en niños de 6 a 12 años: Una revisión de alcance (Psychological outcomes of classroom-based physical activity interventions in children 6- to 12-year-olds: A scoping review)
DOI:
https://doi.org/10.47197/retos.v48.96211Palabras clave:
Physical Activity, Children, Psychological health, Schools, Intervention, Systematic reviewResumen
Esta revisión de alcance sintetiza la evidencia de los resultados psicológicos de las intervenciones de actividad física en el aula en niños de 6 a 12 años y describe las características de las intervenciones de actividad física implementadas. Realizamos búsquedas sistemáticas en las bases de datos MEDLINE, SCOPUS, PsycINFO, ScienceDirect, Web of Science y SciELO, de ensayos controlados aleatorios publicados hasta julio de 2020 de intervenciones de actividad física en el aula con variables de salud psicológica de los niños como resultados. Se incluyeron dieciséis ensayos (14 877 participantes) con niños de seis a 12 años. Hubo efectos significativos en varios indicadores de: a) resultados de salud psicológica: bienestar, autoestima, satisfacción con la imagen corporal b) autoeficacia y motivación para la actividad física y c) comportamiento dentro del aula: autorregulación, acoso y comportamiento disruptivo. Las intervenciones más efectivas son aquellas que incluyen actividad física integrada en el currículo 2-5 veces por semana, en sesiones de 4' a 10', implementadas principalmente por el docente de aula y con apoyo audiovisual. Sin embargo, la heterogeneidad en los diseños de los programas no permitió sacar conclusiones definitivas. Si bien los resultados psicológicos fueron la variable de estudio principal en la mayoría de las intervenciones estudiadas, se requieren más estudios sobre otros indicadores de salud psicológica, como sintomatología de salud mental. Además, los estudios deben emplear medidas objetivas de la actividad física para una mejor comprensión de sus efectos sobre la salud psicológica de los niños en edad escolar.
Palabras clave: Actividad Física; niños; Salud psicológica; Escuelas; intervención; Revisión de alcance.
Abstract. This scoping review synthesizes the evidence of the psychological outcomes of physical activity interventions in the classroom in children aged 6 to 12 years and describes the characteristics of the physical activity interventions implemented. We systematically searched in databases MEDLINE, SCOPUS, PsycINFO, ScienceDirect, Web of Science and SciELO, of randomized control trials published up to July 2020 of classroom-based physical activity interventions with children´s psychological health variables as outcomes. Sixteen trials (14,877 participants) with children aged 6 to 12 years were included. There were significant effects on several indicators of: a) psychological health outcomes: well-being, self-esteem, body image satisfaction b) self-efficacy and motivation to physical activity and c) behavior inside the classroom: self-regulation, bullying and disruptive behavior. The most effective interventions are those that included physical activity integrated into the curriculum 2-5 times a week, in sessions between 4' to 10', implemented mainly by the classroom teacher and with audio-visual support. However, the heterogeneity in program designs did not allow definitive conclusions. While psychological outcomes are mainly primary outcomes in the interventions studied, more evidence is required on other indicators of psychological health such as mental health symptoms. In addition, studies need to employ objective measures of physical activity to a better comprehension of their effects on psychological health of schoolchildren.
Keywords: Physical Activity; Children; Psychological health; Schools; Intervention; Scoping review.
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- 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
