Evaluación de FunEBall en educación física: un estudio de métodos mixtos secuencial explicativo
DOI:
https://doi.org/10.55040/h938hs10Palabras clave:
FunEBall, Educación Física, aprendizaje basado en juegos, participación estudiantil, deportes inclusivosResumen
FunEBall es un deporte de equipo inclusivo que se juega con red y está diseñado para fomentar la cooperación, la participación activa y el disfrute. Este estudio evaluó su implementación en el ámbito de la educación física universitaria utilizando un diseño de métodos mixtos secuencial explicativo. En la fase cuantitativa, se seleccionó a 60 estudiantes de una universidad pública mediante un muestreo intencional. Los datos se recopilaron utilizando la Encuesta de Opinión del Estudiante sobre FunEBall —diseñada por el investigador— y se analizaron mediante estadística descriptiva, pruebas t para muestras independientes, ANOVA, la prueba HSD de Tukey, análisis no paramétricos complementarios , medidas del tamaño del efecto y el coeficiente alfa de Cronbach. En la fase cualitativa, las respuestas abiertas se analizaron mediante análisis temático. Los resultados indicaron que los estudiantes expresaron percepciones muy positivas sobre FunEBall en cuanto a compromiso y participación, resultados de aprendizaje, actividad física y condición física, así como disfrute y percepción general. No se hallaron diferencias significativas según la edad, el género o la experiencia previa en el juego; sin embargo, sí se observaron diferencias significativas según el año de estudios, particularmente entre los estudiantes de primer y segundo año. Los análisis no paramétricos complementarios respaldaron, por lo general, la solidez de estos hallazgos a pesar de la desigualdad en el tamaño de los grupos. El instrumento demostró una excelente consistencia interna (α = 0,971). Los resultados cualitativos mostraron que los estudiantes percibían FunEBall como una actividad divertida, motivadora, inclusiva, colaborativa y favorable para el desarrollo de habilidades, la actividad física y la confianza. Asimismo, los participantes sugirieron establecer reglas más claras, contar con áreas de juego más amplias, aumentar el tiempo de juego y mejorar la enseñanza de estrategias. Los hallazgos aportan evidencia preliminar de que FunEBall es una actividad de educación física innovadora y bien acogida, con potencial educativo para fomentar la participación activa, el trabajo en equipo y experiencias de aprendizaje positivas.
Referencias
Ávalos-Ramos, M. A., & Martínez Ruiz, M. Á. (2020). Learning strategies focused on decision making and collaboration in physical education. International Journal of Environmental Research and Public Health, 17(21), 7924. https://doi.org/10.3390/ijerph17217924
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA PE and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1-27. https://doi.org/10.1080/02671520701809817
Beni, S., Fletcher, T., & Chróinín, D. N. (2016). Meaningful Experiences in Physical Education and Youth Sport: A Review of the literature. Quest, 69(3), 291-312. https://doi.org/10.1080/00336297.2016.1224192
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183
Choi, S. M., Wang, F.-J., Sum, R. K. W., Ching, B. H.-H., Leung, E. F. L., & Ho, R. W. K. (2024). The motivational impact of sport education model on daily physical activity levels among university students: A mediation analysis. Scientific Reports, 14, 27964. https://doi.org/10.1038/s41598-024-78446-8
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.
Ezeddine, G., Souissi, N., Abaidia, R., Masmoudi, L., Trabelsi, K., Ammar, A., Jahrami, H., Husain, W., Tannoubi, A., Kurnaz, M., Altınkök, M., & Mrayah, M. (2025). Game-based physical education: a pathway to increased student motivation and greater learning outcomes. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1531651
Ferraz, R., Ribeiro, D., Alves, A. R., & Teixeira, J. E. (2024). Using gamification in teaching physical education: A survey review. Montenegrin Journal of Sports Science and Medicine, 13(1), 31-44. https://doi.org/10.26773/mjssm.240304
Liu, Q., Dong, Q., Fang, Q., Oh, E., Jia, M., & Yang, D. (2026) FunEBall: an emerging inclusive sport to enhance engagement and fundamental movement skills in physical education. Frontiers in Psychology. 17:1760902. https://doi.org/10.3389/fpsyg.2026.1760902
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education classes. Preventive Medicine, 56(2), 152-161. https://doi.org/10.1016/j.ypmed.2012.12.004
Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 86-107. https://doi.org/10.1177/1356336X211017938
Mo, W., Saibon, J. B., Li, Y., Li, J., & He, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health, 24(1), 517. https://doi.org/10.1186/s12889-024-18043-6
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444
Poitras, V. J., Gray, C. E., Borghese, M. M., et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6 Suppl 3), S197-S239. https://doi.org/10.1139/apnm-2015-0663
Standage, M., Ryan, R.M., Curran, T. (2025). Self-Determination Theory Applied to Physical Education: The Role of Self-Regulatory Processes in Facilitating High-Quality Student Motivation, Engagement, and Well-Being. In: García-González, L., De Cocker, K., González-Cutre, D. (eds) Motivation in Physical Education. Springer, Cham. https://doi.org/10.1007/978-3-031-86908-2_2
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99
Fetters, M.D., Curry, L.A. & Creswell, J.W. (2013), Achieving Integration in Mixed Methods Designs-Principles and Practices. Health Serv Res, 48: 2134-2156. https://doi.org/10.1111/1475-6773.12117
García Calvo-Rojo, S. (2026). Impact of an inclusive physical activity program with digital resources on health, motor skills, and physical condition in ASD. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(1), 1 29. https://doi.org/10.17979/sportis.2026.12.1.12446
Gråstén, A., & Watt, A. (2017). A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index. Journal of sports science & medicine, 16(3), 318-327.
Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Headrick, J., Harris-Reeves, B., & Daly-Olm, T. (2021). Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions. Journal of University Teaching and Learning Practice, 18(6), 155-173. https://doi.org/10.53761/1.18.6.11
Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2020). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923-930. https://doi.org/10.1136/bjsports-2011-090186
Limbo-Rivera, C. B. (2026). Physical activities toward health and fitness and gender factors: an analysis of students' physical activity and attitudes toward Physical Education. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(2), 1-20. https://doi.org/10.17979/sportis.2026.12.2.12990
Vogel, N., Wood, E., & Pinto, S. (2025). Perceptions and experiences with academic group work in online and in-person classroom contexts: Perspectives across levels of undergraduate study. Journal of University Teaching and Learning Practice, 22(1). https://doi.org/10.53761/yvmg1997
Wang, J., Soon, C. C., Samsudin, S., Wang, C., Gao, Z., & Xie, Q. (2024). Tactical games model in physical education: A systematic review. PLoS ONE, 19(11), e0311321. https://doi.org/10.1371/journal.pone.0311321
Wang, M., Xu, J., Zhou, X., Li, X., & Zheng, Y. (2025). Effectiveness of Gamification Interventions to Improve Physical activity and Sedentary Behavior in Children and Adolescents: Systematic Review and Meta-Analysis. JMIR Serious Games, 13, e68151. https://doi.org/10.2196/68151
Yao, G., Zhang, J., Soh, K. G., Bai, X., Xiao, W., Anuar, M. A. M., & Bao, L. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLOS ONE, 20(10), e0331228. https://doi.org/10.1371/journal.pone.0331228
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347
Zhang, J., Xiao, W., Soh, K. G., Yao, G., Anuar, M. A. M., Bai, X., & Bao, L. (2024). The effect of the Sport Education Model in physical education on student learning attitude: A systematic review. BMC Public Health, 24, 949. https://doi.org/10.1186/s12889-024-18243-0
Zhang, N., & Su, Z. (2026). Physical fitness and enjoyment of physical activity among university students: implications for sustainable physical activity participation. Frontiers in Psychology, 17, 1772490. https://doi.org/10.3389/fpsyg.2026.1772490
Ávalos-Ramos, M. A., & Martínez Ruiz, M. Á. (2020). Learning strategies focused on decision making and collaboration in physical education. International Journal of Environmental Research and Public Health, 17(21), 7924. https://doi.org/10.3390/ijerph17217924
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA PE and Sport Pedagogy Special Interest Group. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1-27. https://doi.org/10.1080/02671520701809817
Beni, S., Fletcher, T., & Chróinín, D. N. (2016). Meaningful Experiences in Physical Education and Youth Sport: A Review of the literature. Quest, 69(3), 291-312. https://doi.org/10.1080/00336297.2016.1224192
Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149
Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183
Choi, S. M., Wang, F.-J., Sum, R. K. W., Ching, B. H.-H., Leung, E. F. L., & Ho, R. W. K. (2024). The motivational impact of sport education model on daily physical activity levels among university students: A mediation analysis. Scientific Reports, 14, 27964. https://doi.org/10.1038/s41598-024-78446-8
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: SAGE.
Ezeddine, G., Souissi, N., Abaidia, R., Masmoudi, L., Trabelsi, K., Ammar, A., Jahrami, H., Husain, W., Tannoubi, A., Kurnaz, M., Altınkök, M., & Mrayah, M. (2025). Game-based physical education: a pathway to increased student motivation and greater learning outcomes. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1531651
Ferraz, R., Ribeiro, D., Alves, A. R., & Teixeira, J. E. (2024). Using gamification in teaching physical education: A survey review. Montenegrin Journal of Sports Science and Medicine, 13(1), 31-44. https://doi.org/10.26773/mjssm.240304
Fetters, M.D., Curry, L.A. & Creswell, J.W. (2013), Achieving Integration in Mixed Methods Designs-Principles and Practices. Health Serv Res, 48: 2134-2156. https://doi.org/10.1111/1475-6773.12117
García Calvo-Rojo, S. (2026). Impact of an inclusive physical activity program with digital resources on health, motor skills, and physical condition in ASD. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(1), 1 29. https://doi.org/10.17979/sportis.2026.12.1.12446
Gråstén, A., & Watt, A. (2017). A Motivational Model of Physical Education and Links to Enjoyment, Knowledge, Performance, Total Physical Activity and Body Mass Index. Journal of sports science & medicine, 16(3), 318-327.
Hastie, P. A., de Ojeda, D. M., & Luquin, A. C. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103-132. https://doi.org/10.1080/17408989.2010.535202
Headrick, J., Harris-Reeves, B., & Daly-Olm, T. (2021). Collaborative testing in Sport and Exercise Degrees: A comparison of first and third year students' perceptions. Journal of University Teaching and Learning Practice, 18(6), 155-173. https://doi.org/10.53761/1.18.6.11
Kriemler, S., Meyer, U., Martin, E., van Sluijs, E. M. F., Andersen, L. B., & Martin, B. W. (2020). Effect of school-based interventions on physical activity and fitness in children and adolescents: A review of reviews and systematic update. British Journal of Sports Medicine, 45(11), 923-930. https://doi.org/10.1136/bjsports-2011-090186
Limbo-Rivera, C. B. (2026). Physical activities toward health and fitness and gender factors: an analysis of students' physical activity and attitudes toward Physical Education. Sportis. Scientific Technical Journal of School Sport, Physical Education and Psychomotricity, 12(2), 1-20. https://doi.org/10.17979/sportis.2026.12.2.12990
Liu, Q., Dong, Q., Fang, Q., Oh, E., Jia, M., & Yang, D. (2026) FunEBall: an emerging inclusive sport to enhance engagement and fundamental movement skills in physical education. Frontiers in Psychology. 17:1760902. https://doi.org/10.3389/fpsyg.2026.1760902
Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education classes. Preventive Medicine, 56(2), 152-161. https://doi.org/10.1016/j.ypmed.2012.12.004
Manninen, M., & Campbell, S. (2022). The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes: A systematic review and multilevel meta-analysis. European Physical Education Review, 28(1), 86-107. https://doi.org/10.1177/1356336X211017938
Mo, W., Saibon, J. B., Li, Y., Li, J., & He, Y. (2024). Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health, 24(1), 517. https://doi.org/10.1186/s12889-024-18043-6
Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444
Poitras, V. J., Gray, C. E., Borghese, M. M., et al. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6 Suppl 3), S197-S239. https://doi.org/10.1139/apnm-2015-0663
Standage, M., Ryan, R.M., Curran, T. (2025). Self-Determination Theory Applied to Physical Education: The Role of Self-Regulatory Processes in Facilitating High-Quality Student Motivation, Engagement, and Well-Being. In: García-González, L., De Cocker, K., González-Cutre, D. (eds) Motivation in Physical Education. Springer, Cham.
https://doi.org/10.1007/978-3-031-86908-2_2
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99
Vogel, N., Wood, E., & Pinto, S. (2025). Perceptions and experiences with academic group work in online and in-person classroom contexts: Perspectives across levels of undergraduate study. Journal of University Teaching and Learning Practice, 22(1). https://doi.org/10.53761/yvmg1997
Wang, J., Soon, C. C., Samsudin, S., Wang, C., Gao, Z., & Xie, Q. (2024). Tactical games model in physical education: A systematic review. PLoS ONE, 19(11), e0311321. https://doi.org/10.1371/journal.pone.0311321
Wang, M., Xu, J., Zhou, X., Li, X., & Zheng, Y. (2025). Effectiveness of Gamification Interventions to Improve Physical activity and Sedentary Behavior in Children and Adolescents: Systematic Review and Meta-Analysis. JMIR Serious Games, 13, e68151. https://doi.org/10.2196/68151
Yao, G., Zhang, J., Soh, K. G., Bai, X., Xiao, W., Anuar, M. A. M., & Bao, L. (2025). Effective implementation of the Sport Education Model in physical education: A meta-analysis of participant and intervention characteristics. PLOS ONE, 20(10), e0331228. https://doi.org/10.1371/journal.pone.0331228
Yuksel, H. S., Şahin, F. N., Maksimovic, N., Drid, P., & Bianco, A. (2020). School-based intervention programs for preventing obesity and promoting physical activity and fitness: A systematic review. International Journal of Environmental Research and Public Health, 17(1), 347. https://doi.org/10.3390/ijerph17010347
Zhang, J., Xiao, W., Soh, K. G., Yao, G., Anuar, M. A. M., Bai, X., & Bao, L. (2024). The effect of the Sport Education Model in physical education on student learning attitude: A systematic review. BMC Public Health, 24, 949. https://doi.org/10.1186/s12889-024-18243-0
Zhang, N., & Su, Z. (2026). Physical fitness and enjoyment of physical activity among university students: implications for sustainable physical activity participation. Frontiers in Psychology, 17, 1772490. https://doi.org/10.3389/fpsyg.2026.1772490
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