De la alfabetización a la motivación: cómo la alfabetización física impulsa la participación de los estudiantes en la actividad física
DOI:
https://doi.org/10.55040/zpp0qp63Palabras clave:
alfabetización física, competencia en habilidades motrices, Educación Física, motivación estudiantil, salud y bienestarResumen
Este estudio investigó cómo la alfabetización física influye en la participación de los estudiantes en la actividad física, centrándose en el papel combinado de la competencia, la motivación, la confianza, el conocimiento y el compromiso a lo largo de la vida en la configuración de los comportamientos de movimiento. Reconociendo el descenso en la actividad física estudiantil y la necesidad de estrategias efectivas para promover estilos de vida activos, la investigación tuvo como objetivo determinar si niveles más altos de alfabetización física predicen una mayor motivación y participación. Se empleó un diseño cuantitativo descriptivo–correlacional, seleccionando 721 estudiantes mediante muestreo aleatorio simple para garantizar la representatividad. Los datos se recopilaron utilizando el Cuestionario de Evaluación de la Alfabetización Física y el Cuestionario Internacional de Actividad Física (IPAQ), aplicando estadísticas descriptivas para resumir los niveles de alfabetización y actividad, y la correlación de Pearson para evaluar la fuerza y dirección de la relación entre ambas variables. Los resultados indicaron que los estudiantes presentaron altos niveles de alfabetización física en todos los dominios, especialmente en motivación, confianza y conocimiento, lo que refleja su disposición para participar de manera significativa en actividades físicas. De manera similar, la mayoría de los participantes mostró niveles moderados a altos de compromiso con la actividad física, sugiriendo una participación constante en comportamientos que favorecen la salud y el bienestar. El análisis estadístico reveló una correlación positiva significativa (r = 0,488, p = 0,001) entre la alfabetización física y la participación en actividad física, confirmando que los estudiantes con mayor alfabetización son más propensos a participar activamente. Estos hallazgos resaltan la importancia teórica de integrar dimensiones cognitivas, afectivas y conductuales de la alfabetización para comprender la motivación estudiantil y los comportamientos de movimiento. Los resultados enfatizan la necesidad de programas educativos que desarrollen todos los aspectos de la alfabetización física. Al demostrar el papel fundamental de la alfabetización física en la participación activa, el estudio brinda evidencia empírica que respalda enfoques basados en la alfabetización en educación física.
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