Implicaciones del aprendizaje físicamente activo y Educación Física sobre el fomento de la alfabetización motriz en población escolar
- Autores: Jorge Romero Martínez
- Directores de la Tesis: Isaac Estevan Torres (dir. tes.), Xavier García Massó (codir. tes.), Cristina Menescardi Royuela (codir. tes.)
- Lectura: En la Universitat de València ( España ) en 2025
- Idioma: español
- Número de páginas: 229
- Tribunal Calificador de la Tesis: Javier Molina García (presid.), Aida Carballo Fazanes (secret.), Rita Cordovil (voc.)
- Programa de doctorado: Programa de Doctorado en Didácticas Específicas por la Universitat de València (Estudi General)
- Menciones:
- Internacional
- Calificación: Sobresaliente Cum Laude
- Materias:
- Enlaces
- Tesis en acceso abierto en: RODERIC
- Resumen
The practice of physical activity (PA) can have positive effects on the physical, mental, social, and cognitive health of school-aged students. However, current levels of PA among children and adolescents are low, which highlights the need to implement effective interventions in settings such as schools. In this context, the models of motor development and physical literacy (PL) offer complementary theoretical approaches to understanding the role of actual motor competence (AMC), perceived motor competence (PMC), and PA in child development, as well as their links to health and academic performance. One of the most prominent strategies in the school context is physically active learning (PAL), which involves the integration of movement into educational settings through resources such as active lessons (AL) and active breaks (AB), in addition to the traditional approach through Physical Education (PE).
This research project consists of three interrelated studies. The first is a systematic review that synthesizes the evidence on the impact of school-based interventions using PAL (i.e., PE, AL, and AB) across the four domains of PL (i.e., physical, psychological, social, and cognitive). The results showed consistent benefits in the cognitive domain, as well as in some aspects of the physical domain, mainly related to cardiorespiratory fitness and AMC. However, these improvements were not consistently observed in the psychological and social domains, highlighting the need for more integrative approaches that consider these aspects.
The second study, with a longitudinal design, analyses over four academic years the relationships between AMC, PMC, and PA levels. The results confirm that PMC mediates the relationship between AMC and PA. This means that students with higher PMC tend to maintain higher levels of PA, even with moderate actual competence, underscoring the importance of also strengthening perceptions.
The third study is based on a randomized controlled educational intervention, implementing AL and three PE teaching units focused on improving the four domains of PL. Significant improvements were observed in moderate-to-vigorous PA levels, AMC, math fluency, and teachers' proxy-reported mathematics performance. No changes were found in PMC or perceptions related to PL, suggesting that these aspects may require longer or more targeted interventions.
Overall, this research project provides evidence on the usefulness of strategies such as AL to promote PA and PL from an interdisciplinary perspective. It emphasizes the importance of addressing variables such as PMC and the school context to foster active habits and of approaching PL as a complex, holistic process that integrates physical, cognitive, social, and emotional dimensions.
