Aprender a través del cuerpo: percepciones de los estudiantes universitarios sobre la educación física como un espacio para el crecimiento, la pertenencia y el autodescubrimiento
DOI:
https://doi.org/10.55040/q5bews74Palabras clave:
confianza, resiliencia emocional, desarrollo holístico, crecimiento personal, Educación FísicaResumen
Este estudio exploró cómo la Educación Física (EF) contribuye al desarrollo personal integral de los estudiantes, trascendiendo el desarrollo físico para incluir dimensiones psicológicas, emocionales y sociales. Se utilizó un diseño de investigación cualitativa con un enfoque descriptivo para examinar las experiencias vividas de los estudiantes. Veinte estudiantes de Educación Física en Filipinas fueron seleccionados de manera intencional como participantes, en función de sus experiencias directas en cursos de EF y su disposición a participar. Los datos se recopilaron mediante un conjunto validado de preguntas abiertas guía que permitió a los participantes ofrecer reflexiones en profundidad sobre cómo la EF influyó en su crecimiento y desarrollo personal. Se empleó el análisis temático, guiado por el marco de Braun y Clarke, para identificar sistemáticamente patrones y generar temas significativos a partir de los datos. Los resultados revelaron siete temas clave que reflejan el papel de la EF en el fortalecimiento de la confianza y la autoeficacia, la gestión del estrés y la promoción del bienestar mental, el desarrollo de la disciplina y la perseverancia, la mejora de la regulación emocional y la resiliencia, el fortalecimiento de las relaciones sociales y el sentido de pertenencia, el incremento de la autoconciencia y las prácticas de estilo de vida saludable, y la promoción del crecimiento personal a través del desafío y la autoaceptación. Estos temas ilustran el impacto multifacético de la EF como herramienta educativa que apoya el desarrollo integral del estudiante. El estudio destaca la importancia de la EF no solo en la promoción de la condición física, sino también en la formación de habilidades esenciales para la vida, la madurez emocional y la competencia social. En última instancia, los hallazgos subrayan el potencial transformador de la EF como una plataforma para formar individuos integrales, dotados de los recursos personales necesarios para afrontar los desafíos académicos y vitales, enfatizando su papel fundamental en la experiencia educativa más amplia.
Referencias
Adel, B., Mohamed, S., Wahib, B., sidi Mohamed, K., & Othman, B. (2025). Enhancing Professional Health of School Teachers: A Physical Activity-Based Intervention to Bridge Theory and Practice in Physical Education. Bridging Theory and Practice in Physical Education Researches–Curriculum–Teacher Training, 209.
Adewojo, A. A. (2025). Beyond the Physical: Exploring the Ontological Implications of Future Classrooms in Digital and AI-Mediated Spaces. Digital Education Review, 46, 1–12. https://doi.org/10.1344/der.2025.47.1-12
Alfrey, L., & O’Connor, J. (2024). Transforming physical education: an analysis of context and resources that support curriculum transformation and enactment. Physical Education and Sport Pedagogy, 29(1), 1–17. https://doi.org/10.1080/17408989.2022.2028759
Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185. https://doi.org/10.1016/j.compedu.2021.104185
Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/https://doi.org/10.1177/0253717620977000
Baena-Morales, S., & González-Víllora, S. (2023). Physical education for sustainable development goals: reflections and comments for contribution in the educational framework. Sport, Education and Society, 28(6), 697–713. https://doi.org/10.1080/13573322.2022.2045483
Baena-Morales, S., Jerez-Mayorga, D., Delgado-Floody, P., & Martínez-Martínez, J. (2021). Sustainable development goals and physical education. A proposal for practice-based models. International Journal of Environmental Research and Public Health, 18(4), 2129. https://doi.org/10.3390/ijerph18042129
Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The application of the teaching games for understanding in physical education. Systematic review of the last six years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/https://doi.org/10.3390/ijerph17093330
Burson, S. L., Mulhearn, S. C., Castelli, D. M., & van der Mars, H. (2021). Essential components of physical education: Policy and environment. Research Quarterly for Exercise and Sport, 92(2), 209–221. https://doi.org/https://doi.org/10.1080/02701367.2021.1884178
Choi, S. M., Sum, K. W. R., Wallhead, T. L., Leung, F. L. E., Ha, S. C. A., & Sit, H. P. C. (2022). Operationalizing physical literacy through sport education in a university physical education program. Physical Education and Sport Pedagogy, 27(6), 591–607. https://doi.org/https://doi.org/10.1080/17408989.2021.1915266
Claver, F., Martínez-Aranda, L. M., Conejero, M., & Gil-Arias, A. (2020). Motivation, discipline, and academic performance in physical education: A holistic approach from achievement goal and self-determination theories. Frontiers in Psychology, 11, 1808. https://doi.org/https://doi.org/10.3389/fpsyg.2020.01808
Corbin, C. B. (2021). Conceptual physical education: A course for the future. Journal of Sport and Health Science, 10(3), 308–322. https://doi.org/https://doi.org/10.1016/j.jshs.2020.10.004
Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., & Castillo, I. (2021). Examining early adolescents’ motivation for physical education: Associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 26(4), 359–374. https://doi.org/10.1080/17408989.2020.1806995
Etkin, J. (2024). Embracing Holistic Physical Education: A Pedagogical Shift from Traditional Approaches. BU Journal of Graduate Studies in Education, 16(1), 5–15.
Frankiln, S. P., Chauhan, A., & Vyas, N. (2023). Adaptive Physical Education. Chief Editor Prof. Rajesh Kumar, 93. https://doi.org/https://doi.org/10.3389/fpsyg.2022.1010766.
Goodwin, D. L., Rossow-Kimball, B., & Connolly, M. (2022). Students’ experiences of paraeducator support in inclusive physical education: Helping or hindering? Sport, Education and Society, 27(2), 182–195. https://doi.org/https://doi.org/10.1080/13573322.2021.1931835
Guo, Q., Samsudin, S., Yang, X., Gao, J., Ramlan, M. A., Abdullah, B., & Farizan, N. H. (2023). Relationship between perceived teacher support and student engagement in physical education: A systematic review. Sustainability, 15(7), 6039. https://doi.org/https://doi.org/10.3390/su15076039
Haegele, J. A., Wilson, W. J., Zhu, X., Bueche, J. J., Brady, E., & Li, C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators’ perspectives. European Physical Education Review, 27(2), 297–311. https://doi.org/https://doi.org/10.1177/1356336X20944429
Hennink, M., Bailey, A., & Hutter, I. (2020). Qualitative research methods.
Hognestad, H. K., Giulianotti, R., Thorpe, H., Langseth, T., & Gils, B. (2022). Environmental sustainability in sports, physical activity and education, and outdoor life. In Frontiers in Sports and Active Living (Vol. 4, p. 853599). Frontiers Media SA. https://doi.org/10.3389/fspor.2022.853599
Królicka, A., Janik, A., Żak, A., & Radwański, K. (2021). The qualitative–quantitative approach to microstructural characterization of nanostructured bainitic steels using electron microscopy methods. Mater. Sci, 39, 188–199. https://doi.org/10.2478/msp-2021-0017
Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford publications.
Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59–76. https://doi.org/https://doi.org/10.1080/17408989.2020.1850667
Lynch, S., & Ovens, A. (2022). Critical pedagogy in physical education. In Encyclopedia of teacher education (pp. 315–319). Springer. https://doi.org/https://doi.org/10.1007/978-981-16-8679-5_417
Mainsbridge, C. P., Iannucci, C., Pill, S., & Williams, J. (2025). Is there education in physical education? A narrative systematic review of research in physical education and learning. Sport in Society, 28(8), 1153–1177. https://doi.org/10.1080/17430437.2024.2368628
Martín-Rodríguez, A., & Madrigal-Cerezo, R. (2025). Technology-enhanced pedagogy in physical education: Bridging engagement, learning, and lifelong activity. Education Sciences, 15(4), 409. https://doi.org/10.3390/educsci15040409
Mitchell, S. A., & Walton-Fisette, J. (2021). The essentials of teaching physical education: Curriculum, instruction, and assessment. Human Kinetics.
Mwaanga, O., & Chifita, T. (2025). A Critical Justification for Physically Active Education: Towards ‘the Africa We Want.’ In Sport, Development and Peace: Critical Global Challenges (pp. 133–155). Springer. https://doi.org/10.1007/978-3-031-86930-3_7
Perez-Ordas, R., Pineiro-Cossio, J., Diaz-Chica, O., & Ayllon-Negrillo, E. (2022). Relevant variables in the stimulation of psychological well-being in physical education: A systematic review. Sustainability, 14(15), 9231. https://doi.org/10.3390/su14159231
Ponsaran, B. A. (2024). Pedagogical approaches for technology integration in performance tasks in Music, Arts, Physical Education, and Health (MAPEH) Belle A. Ponsaran.
Santos, M. S., Perico, A., Groenewald, E., Groenewald, C. A., Kilag, O. K., & Ponte, R. (2024). Advancing leadership in physical education: A systematic review of the last five years. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 268–273.
Siedentop, D., & Van der Mars, H. (2022). Introduction to physical education, fitness, and sport. Human kinetics. https://doi.org/https://doi.org/10.1111/josh.13030
Spencer, N. L. I., Peers, D., & Eales, L. (2020). Disability language in adapted physical education: What is the story? In Routledge handbook of adapted physical education (pp. 131–144). Routledge. https://doi.org/https://doi.org/10.4324/9780429052675-10
Tagare, R. J. L., & Villaluz, G. D. C. (2021). Activity Preferences of Generation Z Students for Tertiary Physical Education: Implications for Curriculum Enhancement. Multidisciplinary Journal for Education, Social and Technological Sciences, 8(2), 92. https://doi.org/https://doi.org/10.4995/muse.2021.15492
Tagare, R. L. (2023). Back to in-person classes in the Philippine basic education: threading the opportunities and limitations in the teaching of Physical Education. Retos, 47, 986–993. https://doi.org/10.47197/RETOS.V47.95921
Tariq, M. U., & Sergio, R. P. (2025). Innovative Assessment Techniques in Physical Education: Exploring Technology-Enhanced and Student-Centered Models for Holistic Student Development. In Global Innovations in Physical Education and Health (pp. 85–112). IGI Global. https://doi.org/10.4018/979-8-3693-3952-7.ch004
Uhlenbrock, C., & Meier, H. E. (2021). Public-private partnerships in physical education: the catalyst for UNESCO’s Quality Physical Education (QPE) Guidelines. Sport, Education and Society, 26(5), 527–540. https://doi.org/10.1080/13573322.2020.1754780
Valiyev, Y., Aliyev, S., Huseynova, K., & Khalilov, T. (2025). Planning and implementation of physical education and sports policy in the context of strategic management of education: an administrative perspective analysis. Science of Law, 2025(1), 159–166. https://doi.org/10.55284/zk11v055
Vasilopoulos, F., & Ellefson, M. R. (2021). Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PloS One, 16(5), e0250984. https://doi.org/https://doi.org/10.1371/journal.pone.0250984
Wee, E. H., Cheng, W. F., & Chin, N. S. (2021). Teachers’ perceived barriers to implementation of physical education: Examining the administration of physical education programme and the provision of non-human resources. Collegium Antropologicum, 45(3), 191–200. https://doi.org/10.5671/ca.45.3.2
Whalen, L., Barcelona, J., Centeio, E., & McCaughtry, N. (2021). # HealthyKidsQuarantined: Supporting schools and families with virtual physical activity, physical education, and nutrition education during the coronavirus pandemic. Journal of Teaching in Physical Education, 40(3), 503–507. https://doi.org/10.1123/jtpe.2020-0299
White, R. L., Bennie, A., Vasconcellos, D., Cinelli, R., Hilland, T., Owen, K. B., & Lonsdale, C. (2021). Self-determination theory in physical education: A systematic review of qualitative studies. Teaching and Teacher Education, 99, 103247. https://doi.org/https://doi.org/10.1016/j.tate.2020.103247
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Ma. Lorena P. Adigue, Gerald O. Ramo, Editha T. Medina (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El autor conserva los derechos patrimoniales (copyright) de las obras publicadas, y concede el derecho de la primera publicación a la revista.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Reconocimiento-NoComercial-CompartirIgual (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones post-print (versión editorial), ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Además de poder publicar los artículos en repositorios y diferentes soportes que colaboren en la difusión de la información, siempre que sea la versión post-print (versión editorial). Color RoMEO: Azul.
