¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

Martín, Pablo del Val; Obrador, Enric Maria Sebastiani i; Sánchez, Domingo Blázquez

doi:10.17979/sportis.2021.7.2.7181

Cited by 5 publications

(4 citation statements)

References 28 publications

(27 reference statements)

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“…A recent literature review on what quality Physical Education is like concludes, among other aspects, that it should use active methodologies [1].…”

Section: Introductionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.

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“…A recent literature review on what quality Physical Education is like concludes, among other aspects, that it should use active methodologies [1].…”

Section: Introductionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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“…Por consiguiente, al momento de brindar una EF al estudiantado, esta debería ser de calidad y, sobre todo, adecuada para que este logre obtener distintas habilidades, destrezas y aptitudes que requiere para alcanzar una actividad físicamente eficaz (del Val-Martín et al, 2021;Gambau, 2015). La EFC se basa en mejorar las distintas habilidades de la niñez, las cuales benefician su desarrollo integral y aprendizajes para la vida (Campo et al, 2020; National Association for Sport and Physical Education (NASPE) & American Heart Association (AHA), 2010).…”

Section: Desarrollounclassified

La educación física: Derecho a una educación de calidad

Anchía-Umaña¹

2023

MHSalud

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Introducción: El derecho a la educación como derecho humano y la educación física como la disciplina que enseña a nivel corporal. Propósito: Exponer el derecho a una educación física de calidad. Desarrollo: El ser humano es un ente biológico inmerso en un ambiente físico. Por las condiciones de su biología, debería crear movimiento para garantizar su permanencia, satisfacer sus necesidades primordiales y llevar a cabo todas las características de un ser vivo. Fuera de la esfera biológica, necesita tener relación con su medio circundante y otros seres, con lo cual devienen otras necesidades que puede cubrir mediante el movimiento, como son las necesidades psico-sociales. De esta forma, mediante el movimiento, las personas se relacionan con su medio ambiente y con sus similares, solventando con esto necesidades que les permiten subsistir y existir, siendo el movimiento parte inherente de la raza humana. Conclusión: Promover una enseñanza a nivel físico como parte de un derecho humano, con el objeto de educar a lo largo del curso de vida y con esto contribuir al desarrollo integral del ser humano mediante una educación física de calidad.

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“…In recent years, particularly affected by a series of profound social movements and political changes, accompanied by strict restrictive measures to combat the COVID-19 pandemic, Chile has undergone changes that have affected all sectors of the population, without leaving aside the academic and research environment. However, the world of science, and specifically the one that alludes to PE has been able to overcome and continue in the search for processes that guarantee a PE that (del Val et al, 2021) "achieves the objectives established in the learning process, using active and contextualized methodologies and respecting the pace of growth of each student, so as to promote the acquisition of significant and lasting skills for students and thus favour adherence to future physical activity practice" [p.313] in short, quality PE.…”

Section: Introductionmentioning

confidence: 99%

La producción científica en la Educación Física chilena durante el periodo 2018-2022: una revisión sistemática (Scientific production in Chilean physical education during the period 2018-2022: a systematic review)

Del Val Martín,

Giakoni-Ramírez,

Carozzi Figueroa

et al. 2023

Retos

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El presente estudio investigó la producción científica en Educación Física chilena durante el periodo 2018-2022. Se ha realizado una revisión bibliográfica siguiendo las directrices de la declaración PRISMA. Se utilizó la base de datos Scopus para encontrar los artículos científicos según los criterios de inclusión y exclusión. La búsqueda arrojó 462 artículos cuando se introdujeron las palabras clave. Sin embargo, una vez aplicados los criterios de exclusión, el número se redujo a 22 artículos. Tras revisar aquellos documentos que aludían explícitamente a intervenciones en el ámbito de la Educación Física escolar, se excluyeron aquellos cuya finalidad era documental o bibliográfica, quedando el número final de artículos seleccionados en 16. Tras el análisis de los artículos encontrados, se concluye que es necesario aumentar la productividad académica de Chile en el ámbito de las intervenciones escolares en Educación Física, dado que la mayoría de las investigaciones abordan otras etapas educativas o en su defecto, no estaban enfocadas en el desarrollo escolar. Palabras clave: Educación Física, Chile, escuela, educación, revisión sistemática. Abstract. The present study investigated the scientific production in Chilean Physical Education during the period 2018-2022. A bibliographic review has been performed by following the guidelines from PRISMA declaration. The Scopus database was used to find the scientific articles according to the inclusion and exclusion criteria. The search yielded 462 articles when the keywords were entered. However, once the exclusion criteria were applied, the number was reduced to 22 articles. After reviewing those documents that explicitly alluded to interventions in the field of school PE, those whose purpose was documentary or bibliographic were excluded, leaving the final number of selected articles selected as 16. After the analysis of the articles found, it is concluded that it is necessary to increase the academic productivity of Chile in the field of school interventions in Physical Education, given that most of the research addressed other educational stages or, failing that, was not focused on school development. Keywords: Physical Education, Chile, school, education, systematic review.

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¿Qué es y cómo se mide la calidad en Educación Física? Una revisión de literatura

Cited by 5 publications

References 28 publications

Gamification in Physical Education: A Systematic Review

Gamification in Physical Education: A Systematic Review

La educación física: Derecho a una educación de calidad

La producción científica en la Educación Física chilena durante el periodo 2018-2022: una revisión sistemática (Scientific production in Chilean physical education during the period 2018-2022: a systematic review)

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