Alfabetización física en Educación Física en Primaria: una revisión sistemática de pedagogías centradas en el juego, al aire libre y apoyadas digitalmente
DOI:
https://doi.org/10.55040/5bb5e019Palabras clave:
alfabetización física, educación física primaria, pedagogía centrada en el juego, aprendizaje al aire libre, andamiaje digitalResumen
La educación física (EF) en la escuela primaria constituye un contexto relevante para el desarrollo de la alfabetización física (AF), entendida como la integración de la motivación, la confianza, la competencia física, el conocimiento y la comprensión para favorecer la participación en actividad física a lo largo de la vida. Esta revisión sistemática sintetizó evidencia publicada entre 2020 y 2025 sobre modelos pedagógicos, principios de diseño y condiciones de implementación asociados con resultados de AF en la EF primaria. Mediante un método informado por PRISMA, se examinaron estudios indexados en Scopus y Web of Science, incluyéndose finalmente 23 artículos. Surgieron cuatro temas. Primero, los modelos pedagógicos híbridos, incluidos los enfoques centrados en el juego combinados con Sport Education, TGfU o Cooperative Learning, favorecieron el disfrute, el aprendizaje táctico y el desarrollo social. Segundo, el apoyo a la autonomía, la diferenciación inclusiva, la evaluación formativa, las tareas representativas y la complejidad progresiva fueron los principios de diseño más consistentes. Tercero, la evidencia más consistente indicó mejoras en resultados vinculados con la competencia, incluidas la condición física y las habilidades, mientras que la observación validada basada en el juego fortaleció la evaluación auténtica. Cuarto, la capacidad docente, la coherencia evaluativa, las instalaciones, la equidad y la cultura de seguridad influyeron en la implementación y la transferibilidad. Sin embargo, los estudios que integraron explícitamente andamiaje digital, aprendizaje al aire libre y pedagogía centrada en el juego en un diseño unificado de EF primaria fueron limitados. La revisión concluye que las herramientas digitales y los contextos al aire libre deben funcionar como apoyos pedagógicos intencionados, no como añadidos aislados al aprendizaje basado en juegos, rico en movimiento, inclusivo y seguro.
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