Eficácia da aprendizagem autorregulada em intervenções de educação física que promovem a atividade física. Revisão sistemática

Autores

  • Guillem Bujosa-Quetglas Consejería de Educación, Universidad e Investigación de las Islas Baleares https://orcid.org/0000-0002-6612-0115
  • Pere Palou Sampol Grupo de Investigación en Ciencias de la Actividad Física y el Deporte. Instituto de Investigación e Innovación Educativa. Universitat de les Illes Balears https://orcid.org/0000-0002-3362-4675
  • Miquel Ángel Tirado Ramos Consejería de Educación, Universidad e Investigación de las Islas Baleares. Centro de Estudios de Postgrado. Universitat de les Illes Balears
  • Josep Vidal Conti Grupo de Investigación en Ciencias de la Actividad Física y el Deporte. Instituto de Investigación e Innovación Educativa. Universitat de les Illes Balears https://orcid.org/0000-0003-4782-2178

DOI:

https://doi.org/10.47197/retos.v50.99702

Palavras-chave:

Aprendizaje autorregulado, actividad física, tiempo libre, adolescentes, educación física, revisión sistemática. (Self-regulated learning, physical activity, free time, adolescents, physical education, systematic review.)

Resumo

Apesar dos importantes benefícios à saúde proporcionados pela atividade física (AF) regular e das recomendações feitas pela Organização Mundial da Saúde (OMS) a esse respeito, são observados elevados níveis de sedentarismo em adolescentes. Tendo em conta que a educação física (EF) tem potencial para ajudar a aumentar a AF direta e indiretamente, manifesta-se a importância da implementação de intervenções de elevada qualidade que visem promover a aquisição de hábitos de AF e estilos de vida ativos durante o tempo livre (TL) dos adolescentes. . Foi realizada uma revisão sistemática, de acordo com os padrões PRISMA, de intervenções de EF entre 2012 e 2022, com foco no efeito na atividade física no tempo livre (AFTL) em adolescentes das variáveis ​​metacognitivas (planejamento, autocontrole, avaliação e reflexão ) e motivacional (esforço e autoeficácia) da aprendizagem autorregulada, segundo o modelo cognitivo social de Zimmerman. Após aplicação de critérios de inclusão e exclusão, foram selecionados e analisados ​​em profundidade 16 artigos, descrevendo intervenções em sete países, 106 escolas e mais de 4.500 estudantes. Os resultados do estudo indicam que o ensino explícito de estratégias e habilidades de autorregulação em EF é uma abordagem eficaz para aumentar os níveis de AFTL em adolescentes. Os resultados mais importantes mostram que a manipulação de variáveis ​​metacognitivas e motivacionais da aprendizagem autorregulada, no contexto de intervenções multicomponentes em EF, é uma estratégia eficaz para aumentar o AFTL.

Palavras-chave: aprendizagem autorregulada, atividade física, tempo livre, adolescentes, educação física, revisão sistemática.

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Publicado

2023-09-15

Como Citar

Bujosa-Quetglas, G., Palou Sampol, P., Tirado Ramos, M. Ángel, & Vidal Conti, J. (2023). Eficácia da aprendizagem autorregulada em intervenções de educação física que promovem a atividade física. Revisão sistemática. Retos, 50, 487–499. https://doi.org/10.47197/retos.v50.99702

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Vol. 50 (2023)

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Revisões teóricas sistemáticas e/ou metanálises

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