Marco integrado para el desarrollo integral del alumno: alfabetización física, nutrición y diseño de patios de recreo en la ASEAN
DOI:
https://doi.org/10.55040/1h27s155Palabras clave:
alfabetización física, nutrición, patio de recreo, objetivos de desarrollo sostenible, Educación FísicaResumen
El desarrollo integral de los alumnos en los contextos educativos de la ASEAN (Asociación de Naciones del Sudeste Asiático) exige enfoques integrados que aborden simultáneamente la alfabetización física, la alfabetización nutricional y los entornos de juego propicios. El objetivo de este estudio fue desarrollar y validar empíricamente un marco integrado de alfabetización física, alfabetización nutricional y basado en el patio de recreo. Se aplicó un diseño secuencial de métodos mixtos en cuatro fases, que incluyó consultas a expertos, análisis de documentos, desarrollo de prototipos y validación cuantitativa. La validación del constructo contó con la participación de 1415 alumnos de primaria y se analizó mediante estadísticas descriptivas, correlación, regresión y modelos de ecuaciones estructurales. Los alumnos mostraron altos niveles de desarrollo holístico (M = 78,2), alfabetización física (M = 76,4), creatividad en el juego (M = 74,3) y alfabetización nutricional (M = 72,1), mientras que la actividad física diaria presentó niveles moderados (M = 68,9). Todas las variables predictivas se asociaron significativamente con el desarrollo holístico de los alumnos (r = 0,69–0,77, p < 0,01), destacando la creatividad en el juego como la variable más fuertemente correlacionada. Los resultados proporcionan un sólido respaldo empírico al marco multidimensional integrado como modelo integrado y culturalmente sensible para mejorar el desarrollo físico, cognitivo y socioemocional de los niños.
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Derechos de autor 2026 Tommy Soenyoto, Adi S., Donny Wira Yudha Kusuma, Rumini, Mahenderan Appukutty, Haji Razali Mohamed Salleh, Raja Mohammed Firhad Raja Azidin, Khoiril Anam, Laily Mita Andriana (Autor/a)
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