Educación de natación escolar en niños de primaria: una revisión sistemática de enfoques de enseñanza, competencia acuática y resultados de seguridad en el agua
DOI:
https://doi.org/10.47197/retos.v76.118597Palabras clave:
Natación escolar, competencia acuática, seguridad en el agua, Educación Física, escuela primaria, marco 5CResumen
Introducción: Los programas de natación escolar representan la oportunidad principal para que muchos niños adquieran habilidades acuáticas esenciales, aunque su implementación varía significativamente.
Objetivo: La presente investigación analiza la evidencia existente sobre la natación escolar (6–12 años) a través del “Marco Block 5C” (Contexto, Contenido, Conducta, Coaching y Consecuencias) para identificar configuraciones efectivas.
Metodología: Se realizó una revisión sistemática siguiendo las directrices PRISMA 2020, sintetizando 23 estudios (2000–2026) de Scopus y Web of Science, utilizando el marco 5C para codificar interacciones curriculares y pedagógicas.
Resultados: Los programas que integran conocimientos de seguridad acuática con habilidades técnicas, impartidos mediante pedagogías centradas en el alumno, produjeron una competencia acuática superior. La cualificación del instructor y la frecuencia de las sesiones fueron determinantes críticos.
Discusión: La efectividad depende del contexto. Los entornos de altos recursos a menudo enfatizan demasiado la técnica, mientras que los entornos de bajos recursos demuestran que instructores comunitarios capacitados pueden lograr altas tasas de supervivencia.
Conclusiones: La natación escolar efectiva requiere una configuración 5C holística: política de apoyo, contenido integrado de seguridad, conducta atractiva y coaching especializado.
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Derechos de autor 2025 Ruslina Irianty, Aditya Wibowo, Randi Nikanor Niuflapu, Ambros Leonangung Edu, Mateo Ricci Hermon Bisai, Muhammad Ainurrahman Wahid, Semuel Sekfamner Noriwari, Indri Suwarti
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