Influencia de las tecnologías de la información y la comunicación en la actividad física en educación primaria. Una revisión sistemática

  1. Cancio-Méndez, Mireia 1
  2. López-García, Sergio 2
  3. José Eugenio Rodríguez Fernández 1
  4. Javier Rico Díaz 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidad Pontificia de Salamanca
    info

    Universidad Pontificia de Salamanca

    Salamanca, España

    ROR https://ror.org/02jj93564

Revista:
Educar

ISSN: 0211-819X,  2014-8801

Año de publicación: 2024

Título del ejemplar: L’interès per la millora docent a l’entorn universitari

Volumen: 60

Número: 1

Páginas: 271-285

Tipo: Artículo

DOI: 10.5565/REV/EDUCAR.1854 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Educar

Objetivos de desarrollo sostenible

Resumen

The aim of this study was to identify and analyse information and communication technologies (ICT) tools that, in the educational field, increase the amount of physical activity carried out by students aged 5 to 12 years old and/or increase their interest and motivation for such activity. Studies published in three databases were examined: Scopus, Web of Science and SPORTDiscus, following the guidelines of the PRISMA statement. A total of 747 articles were identified, of which eleven met the inclusion criteria. The results showed the ineffectiveness of ICT in increasing the practice of physical activity, but found that they provided great benefits in the interest and motivation of students towards the practice of physical activity. The potential of ICT in school physical education shows us a possible strategic alliance that teachers should value as a way of approaching and adhering to the practice of physical activity.

Referencias bibliográficas

  • BALLESTER-MARTÍNEZ, O., BAÑOS, R. y NAVARRO-MATEU, F. (2022). Actividad física, naturaleza y bienestar mental: Una revisión sistemática. Cuadernos de Psicología del Deporte, 22(2), 62-84.
  • BARJA-FERNÁNDEZ, S., PINO-JUSTE, M., PORTELA-PINO, I. y LEIS, R. (2020). Evaluación de los hábitos de alimentación y actividad física en escolares gallegos. Nutrición Hospitalaria, 37(1), 93-100. https://dx.doi.org/10.20960/nh.02668
  • BUCHELE, H. y CHEN, W. (2018). Technology-enhanced classroom activity breaks impacting children’s physical activity and fitness. Journal of Clinical Medicine, 7(7), 165. https://doi.org/10.3390/jcm7070165
  • CACHEIRO, M. L. (2018). Educación y tecnología: Estrategias didácticas para la integración de las TIC. UNED.
  • CACHÓN-ZAGALAZ, J., ZAGALAZ-SÁNCHEZ, M., ARUFE-GIRÁLDEZ, V., SANMIGUEL-RODRÍGUEZ, A. y GONZÁLEZ-VALERO, G. (2021). Physical Activity and Daily Routine among Children Aged 0-12 during the COVID-19 Pandemic in Spain. International Journal of Environmental Research and Public Health, 18(2), 703. https://doi.org/10.3390/ijerph18020703
  • CANABRAVA, K. L., FARIA, F. R., LIMA, J. R. D., GUEDES, D. P. y AMORIM, P. R. (2018). Energy expenditure and intensity of active video games in children and adolescents. Research Quarterly for Exercise and Sport, 89(1), 47-56. https://doi.org/10.1080/02701367.2017.1411577
  • CHAMBERS, F. C., SHERRY, J., MURPHY, O., O’BRIEN, W. y BRESLIN, G. (2017). James: Physical education teacher. En A. CASEY, V. A. GOODYEAR y K. M. ARMOUR (Eds.), Digital technologies and learning in physical education: Pedagogical cases (pp. 49-68). Routledge.
  • CLAPHAM, E., SULLIVAN, E. C. y CICCOMASCOLO, L. E. (2015). Effects of a physical education supportive curriculum and technological devices on physical activity. Physical Educator, 72(1), 102-116.
  • CONTRERAS-JORDÁN, O. R., PRIETO-AYUSO, A., LEÓN, M. P. e INFANTES-PANIAGUA, A. (2018). El peso de la educación física en el horario escolar. Didacticae: Revista de Investigación en Didácticas Específicas, 3, 91-101. https://doi.org/10.1344/did.2018.3.91-101
  • DÍAZ-BARAHONA, J., MOLINA-GARCÍA, J. y MONFORT-PAÑEGO, M. (2019). Estudio de las actitudes y el interés de los docentes de primaria de educación física por las TIC en la Comunidad Valenciana. Retos, 2(35), 267-272. https://doi.org/10.47197/retos.v0i35.63355
  • EKELUND, U., STEENE-JOHANNESSEN, J., BROWN, W. J., FAGERLAND, M. W., OWEN, N., POWELL, K. E., BAUMAN, A. y LEE, I. M. (2016). Does physical activity attenuate, or even eliminate, the detrimental association of sitting time with mortality?: A harmonized meta-analysis of data from more than 1 million men and women. The Lancet, 388(10051), 1302-1310. https://doi.org/10.1016/S0140-6736(16)30370-1
  • FASSNACHT, D. B., ALI, K., SILVA, C., GONÇALVES, S. y MACHADO, P. P. (2015). Use of text messaging services to promote health behaviors in children. Journal of Nutrition Education and Behavior, 47(1), 75-80. https://doi.org/10.1016/j.jneb.2014.08.006
  • GARZÓN-MOSQUERA, J. C. y ARAGÓN-VARGAS, L. F. (2021). Sedentarismo, actividad física y salud: Una revisión narrativa. Retos, 42, 478-499. https://doi.org/10.47197/retos.v42i0.82644
  • GAO, Z., POPE, Z. C., LEE, J. E. y QUAN, M. (2019). Effects of active video games on children’s psychosocial beliefs and school day energy expenditure. Journal of Clinical Medicine, 8(9), 1268. https://doi.org/10.3390/jcm8091268
  • GLAPA, A., GRZESIAK, J., LAUDANSKA-KRZEMINSKA, I., CHIN, M. K., EDGINTON, C. R., MOK, M. M. C. y BRONIKOWSKI, M. (2018). The impact of brain breaks classroom-based physical activities on attitudes toward physical activity in polish school children in third to fifth grade. International Journal of Environmental Research and Public Health, 15(2), 368. https://doi.org/10.3390/ijerph15020368
  • GUTHOLD, R., STEVENS, G., RILEY, L. y BULL, F. (2018). Worldwide trends in insufficient physical activity from 2001 to 2016: A pooled analysis of 358 population-based surveys with 1.9 million participants. Lancet Glob Health, 6, e1077-86. https://doi.org/10.1016/S2214-109X(18)30357-7
  • HAYES, L. B. y VAN CAMP, C. M. (2015). Increasing physical activity of children during school recess. Journal of Applied Behavior Analysis, 48(3), 690-695. https://doi.org/10.1002/jaba.222
  • HERNÁNDEZ, R. M. (2017). Impacto de las TIC en la educación: Retos y perspectivas. Propósitos y Representaciones, 5(1), 325-347. https://doi.org/10.20511/pyr2017.v5n1.149
  • HERNANDO, M. M., CATASÚS, M. G. y GONZÁLEZ-ARÉVALO, C. (2018). TPACKPEC: Desenho de situações de aprendizagem mediadas por TIC em educação física. Movimento, 24(3), 749-764. https://doi.org/10.22456/1982-8918.76681
  • HUANG, S. J., HUNG, W. C., SHYU, M. L., CHANG, K. C. y CHEN, C. K. (2019). Web-Based intervention to promote physical activity in Taiwanese children. Journal of Pediatric Nursing, 45, 35-43. https://doi.org/10.1016/j.pedn.2018.12.016
  • HUNG, H. C., SHWU-CHING YOUNG, S. y LIN, K. C. (2018). Exploring the effects of integrating the iPad to improve students’ motivation and badminton skills: A WISER model for physical education. Technology, Pedagogy and Education, 27(3), 265-278. https://doi.org/10.1080/1475939X.2017.1384756
  • INSTITUTO NACIONAL DE ESTADÍSTICA (INE) (2020). Equipamiento de productos TIC en las viviendas principales por comunidades autónomas y tipo de equipamiento. https://www.ine.es/jaxi/Datos.htm?path=/t25/p450/base_2011/a2020/l0/&file=07001.px#!tabs-tabla
  • KEATING, X., LIU, X., STEPHENSON, R., GUAN, J. y HODGES, M. (2020). Student health-related fitness testing in school-based physical education: Strategies for student self-testing using technology. European Physical Education Review, 26(2), 552-570. https://doi.org/10.1177/1356336x19874818
  • KOBAK, M. S., LEPP, A., REBOLD, M. J., FAULKNER, H., MARTIN, S. y BARKLEY, J. E. (2018). The effect of the presence of an internet-connected Mobile tablet computer on physical activity behavior in children. Pediatric Exercise Science, 30(1), 150-156. https://doi.org/10.1123/pes.2017-0051
  • LEE, J. E. y GAO, Z. (2020). Effects of the iPad and mobile application-integrated physical education on children’s physical activity and psychosocial beliefs. Physical Education & Sport Pedagogy, 25(6), 567-584. https://doi.org/10.1080/17408989.2020.1761953
  • Ley Orgánica 2/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOMLOE) (2020). Boletín Oficial del Estado, 340, de 30 de diciembre de 2020, 122868-122953. https://www.boe.es/eli/es/lo/2020/12/29/3/con
  • LINDBERG, R., SEO, J. y LAINE, T. H. (2016). Enhancing physical education with exergames and wearable technology. IEEE Transactions on Learning Technologies, 9(4), 328-341. https://doi.org/10.1109/TLT.2016.2556671
  • MANN, A. M., HINRICHS, U., READ, J. C. y QUIGLEY, A. (2016). Facilitator, functionary, friend or foe?: Studying the role of iPads within learning activities across a school year. Proceedings of Conference on Human Factors in Computing Systems, 1833-1845. https://doi.org/10.1145/2858036.2858251
  • MAÑAS, A. y ROIG-VILA, R. (2019). Las Tecnologías de la Información y la Comunicación en el ámbito educativo: Un tándem necesario en el contexto de la sociedad actual. Revista Internacional d’Humanitats, 45, 75-86.
  • MARIÑO, M., RICO, J., RODRÍGUEZ-FERNÁNDEZ, J. E. y PEIXOTO, L. (2020). Instrumentos para evaluar las habilidades motoras en niños con Trastorno del Espectro Autista entre 5 y 12 años: Revisión Sistemática. Retos, 42, 286-295. https://doi.org/10.47197/retos.v42i0.87487
  • MARTÍNEZ, B. y SANTANDER, G. (2019). The educational blog as a tool for learning by competences in the physical education area of the students of the tenth grade. JSSMRR, 2(1), 167-181.
  • MENESCARDI, C., SUÁREZ-GUERRERO, C. y LIZANDRA, J. (2021). Training physical education teachers in the use of Technological Applications. Apunts: Educación Física y Deportes, 144, 33-43. https://doi.org/10.5672/apunts.2014-0983.es.(2021/2).144.05
  • MÜLLER, J., HOCH, A. M., ZOLLER, V. y OBERHOFFER, R. (2018). Feasibility of physical activity assessment with wearable devices in children aged 4-10 years: A pilot study. Frontiers in Pediatrics, 6, 5. https://doi.org/10.3389/fped.2018.00005
  • OLIVEIRA, G., CAVENAGO, H. F., GOLDBERG, T. B. L., VENANCIO, E. J., TEIXEIRA, A. S. y SILVA, C. C. (2022). School intervention with recreational motor activity for overweight children. Apunts: Educación Física y Deportes, 147, 17-25. https://doi.org/10.5672/apunts.2014-0983.es.(2022/1).147.02
  • ORGANIZACIÓN MUNDIAL DE LA SALUD (OMS) (2020). Directrices de la OMS sobre actividad física y hábitos sedentarios. https://www.who.int/es/publications/i/item/9789240014886
  • ORTE-SOCÍAS, C., BALLESTER-BRAGE, L. y CALDENTEY, L. N. (2020). Factores de riesgo infanto-juveniles durante el confinamiento por COVID-19: Revisión de medidas de prevención familiar en España. Revista Latina de Comunicación Social, 78, 205-236. https://dx.doi.org/10.4185/RLCS-2020-1475
  • PAGE, M. J., MCKENZIE, J., BOSSUYT, P., BOUTRON, I., HOFFMANN, T., MULROW, C., … y MOHER, D. (2020). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
  • PAPASTERGIOU, M., NATSIS, P., VERNADAKIS, N. y ANTONIOU, P. (2021). Introducing tablets and a mobile fitness application into primary school physical education. Education and Information Technologies, 26(1), 799-816. https://doi.org/10.1007/s10639-020-10289-y
  • PEREIRA, L. G., CAMACHO, A. P. H. y ROSA, Y. A. de la (2018). Las herramientas tecnológicas TICs como elemento alternativo para el desarrollo del componente físico. Retos, 34, 222-229. https://doi.org/10.47197/retos.v0i34.60044
  • PÉREZ-LÓPEZ, A., VALADÉS-CERRATO, D. y BUJÁN-VARELA, M. J. (2017). Sedentarismo y actividad física. Revista de Investigación y Educación en Ciencias de la Salud, 2(1), 49-58. https://doi.org/10.37536/RIECS.2017.2.1.17
  • POPESKA, B., JOVANOVA-MITKOVSKA, S., CHIN, M. K., EDGINTON, C. R., MO CHING MOK, M. y GONTAREV, S. (2018). Implementation of brain breaks® in the classroom and effects on attitudes toward physical activity in a Macedonian school setting. International Journal of Environmental Research and Public Health, 15(6), 1127. https://doi.org/10.3390/ijerph15061127
  • POSTIGO, L., BURGUEÑO, R., GONZÁLEZ-FERNÁNDEZ, F. T. y MORENTE-ORIA, H. (2021). Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active. Espiral: Cuadernos del Profesorado, 14(28), 1-8. https://doi.org/10.25115/ecp.v14i28.3819
  • VAN DER NIET, A. G., HARTMAN, E., SMITH, J. y VISSCHER, C. (2014). Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children. Psychol. Sport Exerc., 15, 319-325. https://doi.org/10.1016/j.psychsport.2014.02.010
  • VAN SLUIJS, E. M. F., EKELUND, U., CROCHEMORE-SILVA, I., GUTHOLD, R., HA, A., LUBANS, D., OYEYEMI, A. L., DING, D. y KATZMARZYK, P. T. (2021). Physical activity behaviours in adolescence: Current evidence and opportunities for intervention. The Lancet, 398(10298), 429-442. https://doi.org/10.1016/S0140-6736(21)01259-9
  • ZHU, X. y DRAGON, L. A. (2016). Physical activity and situational interest in mobile technology integrated physical education: A preliminary study. Acta Gymnica, 46(2), 59-67. https://doi.org/10.5507/ag.2016.010
Fuente de los datos: Dialnet