Mejorar los resultados académicos a través de actividad física accesible para alumnos con discapacidad
DOI:
https://doi.org/10.47197/retos.v67.113639Palabras clave:
Rendimiento académico, barreras institucionales, educación inclusiva, estudio longitudinalResumen
Introducción: Una proporción significativa de estudiantes con discapacidad no alcanza los niveles recomendados de actividad física, lo que puede afectar negativamente tanto su rendimiento académico como su bienestar general. A pesar de su relevancia, la relación entre actividad física y resultados académicos en esta población ha sido escasamente explorada.
Objetivo: Este estudio tuvo como objetivo investigar la influencia de los niveles recomendados de actividad física sobre el rendimiento académico de estudiantes con discapacidad, así como identificar las principales barreras que dificultan su participación en ejercicio regular.
Metodología: Se realizó un estudio longitudinal prospectivo con la participación de 120 estudiantes con discapacidad de cuatro universidades. Los niveles de actividad física fueron evaluados mediante el Cuestionario de Actividad Física para Personas con Discapacidad, y las barreras se identificaron mediante el Cuestionario de Barreras para la Actividad Física. El rendimiento académico se midió a través del promedio de calificaciones y la frecuencia de exámenes repetidos.
Resultados: El estudio reveló una correlación positiva moderada entre los niveles de actividad física y el rendimiento académico. Los estudiantes altamente activos obtuvieron promedios significativamente más altos (4.1 frente a 3.4) en comparación con sus pares menos activos. Las barreras más frecuentemente reportadas para realizar actividad física fueron las organizativas (87.5%) e institucionales (72.9%).
Discusión: Los resultados son coherentes con la literatura existente que resalta los beneficios académicos y de salud de la actividad física regular en estudiantes. No obstante, este estudio pone de manifiesto los desafíos específicos que enfrentan los estudiantes con discapacidad y que requieren intervenciones focalizadas.
Conclusiones: Los hallazgos evidencian la necesidad de desarrollar programas integrales que fomenten la actividad física entre estudiantes con discapacidad, considerando las barreras identificadas.
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Derechos de autor 2025 Gulzam Abilkassimova, Nurlan Baigabylov, Oxana Chernova, Aleksandr Litvinov, Elena Koneeva
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