La aplicación de la teoría de la autodeterminación en Educación Física: una revisión sistemática
DOI:
https://doi.org/10.47197/retos.v69.115809Palabras clave:
Teoría de la autodeterminación, Educación Física, motivación intrínseca, motivación extrínseca, autonomíaResumen
Introducción: La Teoría de la Autodeterminación (TAD) se utilizó como lente para explorar el profundo impacto de la motivación del alumnado de educación física de primaria y secundaria en sus experiencias de aprendizaje, rendimiento académico y hábitos de ejercicio a largo plazo. En los últimos años, la aplicación de la TAD en el ámbito de la educación física ha avanzado considerablemente. Sin embargo, persisten varias lagunas críticas sin abordar: 1) los efectos diferenciales del apoyo a la autonomía, la competencia y la relación en resultados de aprendizaje específicos no se han cuantificado sistemáticamente; 2) el papel moderador de los contextos culturales en la eficacia de la TAD carece de un análisis exhaustivo; y 3) la sostenibilidad a largo plazo de las intervenciones basadas en la TAD en diversos entornos de educación física sigue sin explorarse.
Metodología: En este estudio, utilizamos métodos bibliométricos, siguiendo el principio PRISMA, filtrando los términos temáticos de las bases de datos Web of Science, Scopus, Dialnet, Redalyc y Google Académico, y analizando un total de 105 artículos para explorar exhaustivamente los efectos de la TAD en las habilidades físicas, la actividad física, las actitudes afectivas y el aprendizaje cognitivo.
Resultados: El estudio reveló un amplio consenso en considerar que la motivación intrínseca afecta positivamente el comportamiento, la autoidentidad, la autopercepción y la transformación del conocimiento experiencial de los estudiantes. Asimismo, la motivación intrínseca se asoció fuertemente con resultados positivos como el desarrollo de habilidades motoras, la participación en actividades físicas, las actitudes emocionales y el aprendizaje cognitivo. Por el contrario, la regulación introyectada y externa se vinculó con la participación a corto plazo, pero con una menor adherencia a largo plazo.
Discusión: Se demostró que la adopción de estrategias de enseñanza basadas en la TAD fomenta entornos que promueven la autonomía y mejora la motivación de los estudiantes. La TAD ofrece un sólido marco teórico para mejorar la pedagogía de la educación física, fundamentando el diseño curricular, las estrategias de enseñanza y los sistemas de evaluación.
Conclusiones: Esta revisión analiza sistemáticamente las tendencias actuales de investigación y los resultados de aprendizaje en diferentes campos, incluyendo el papel de la motivación en la adquisición de habilidades y el aprendizaje cognitivo, la validez intercultural y la falta de datos longitudinales sobre intervenciones basadas en la TAD, y analiza los posibles desafíos y perspectivas para el futuro.
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