El cuestionamiento en la Educación Física y el deporte: una revisión de alcance
DOI:
https://doi.org/10.55040/j0z54m44Palabras clave:
técnicas de formulación de preguntas, educación física, entrenamiento deportivo, prácticas de enseñanza, deportesResumen
El cuestionamiento es una herramienta pedagógica esencial, pero su aplicación práctica en la Educación Física (EF) y el deporte suele ser superficial. Esta revisión de alcance tuvo como objetivo sintetizar la evidencia sobre el uso del cuestionamiento por parte de docentes y entrenadores, examinando patrones, efectos y factores metodológicos. Siguiendo las directrices PRISMA-ScR, se seleccionaron 34 estudios de las bases de datos Scopus, ERIC, Taylor & Francis y MDPI. Se utilizaron las herramientas JBI y MMAT para el mapeo metodológico de los estudios y para mejorar la interpretación de los hallazgos. El análisis reveló un predominio de preguntas de orden cognitivo inferior (conocimiento y comprensión) en ambos contextos, independientemente del rigor de los estudios. Además, los estudios reportaron mejoras en el compromiso cognitivo, el pensamiento táctico y la toma de decisiones. Sin embargo, la implementación del cuestionamiento enfrenta barreras críticas, como la falta de conocimiento pedagógico, las limitaciones de tiempo y el uso reactivo de la técnica. Asimismo, la prevalencia de diseños descriptivos y cualitativos limita la capacidad de establecer relaciones causales definitivas. Se concluye que el potencial del cuestionamiento para fomentar el aprendizaje de orden superior sigue estando infrautilizado. Es imprescindible desarrollar programas de formación específicos y llevar a cabo investigaciones experimentales rigurosas para evaluar el impacto a largo plazo de las estrategias de indagación en el rendimiento educativo y deportivo, reduciendo la brecha actual entre la teoría y la práctica profesional.
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