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)

Autores/as

  • Alejandra Robles Escuela de Educación, Universidad de Concepción
  • Rafael Zapata-Lamana Escuela de Educación, Universidad de Concepción
  • María Aurora Gutiérrez Escuela de Educación, Universidad de Concepción
  • Igor Cigarroa Escuela de kinesiología, Facultad de Salud, Universidad Santo Tomás
  • Gabriela Nazar Departamento de Psicología y Centro Vida Saludable, Universidad de Concepción https://orcid.org/0000-0002-6410-6838
  • Carlos Salas-Bravo Departamento de Educación Física, Universidad de Concepción
  • Mairena Sánchez–López Universidad de Castilla-La Mancha. Centro de Estudios Socio-Sanitarios; Universidad de Castilla-La Mancha. Facultad de Educación https://orcid.org/0000-0002-0217-0623
  • Daniel Reyes-Molina Universidad de Concepción https://orcid.org/0000-0003-0068-2438

DOI:

https://doi.org/10.47197/retos.v48.96211

Palabras clave:

Physical Activity, Children, Psychological health, Schools, Intervention, Systematic review

Resumen

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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2023-03-31

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Robles, A., Zapata-Lamana, R., Gutiérrez, M. A., Cigarroa, I., Nazar, G., Salas-Bravo, C., Sánchez–López, M., & Reyes-Molina, D. (2023). 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). Retos, 48, 388–400. https://doi.org/10.47197/retos.v48.96211

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Revisiones teóricas sistemáticas y/o metaanálisis

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