Pedagogías creativas centradas en el estudiante en la educación física: una revisión sistemática y un metanálisis de resultados multidimensionales
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https://doi.org/10.17979/sportis.2026.12.2.12602Resumen
La creatividad en la educación física (EF) es un enfoque emergente en el desarrollo infantil y adolescente; sin embargo, siguen siendo limitadas las síntesis integradoras que examinan enfoques didácticos creativos y su impacto en los resultados de aprendizaje en niños en edad escolar. Esta revisión sistemática y metaanálisis tiene como objetivo evaluar la efectividad de pedagogías creativas centradas en el alumnado en EF, integrando hallazgos empíricos con marcos conceptuales para avanzar en la comprensión pedagógica. Se realizó revisión sistemática conforme a directrices PRISMA (2014-2024), con búsquedas en cinco bases de datos: ScienceDirect, PubMed, Springer, SPORTDiscus y Scopus, utilizando términos relacionados con creatividad y pedagogía en EF. Los estudios fueron seleccionados según criterios PICOT, enfocándose en intervenciones escolares con estudiantes de 6 a 18 años. La evaluación se llevó a cabo mediante doble cribado independiente, resolviéndose discrepancias por consenso. 43 estudios cumplieron los criterios de inclusión : 29 empíricos y 14 conceptuales. Los resultados del metaanálisis mostraron efectos positivos en creatividad (g = 0.35), autorregulación conductual (g = 0.40), participación en la actividad física (g = 0.38) y uso de tecnología (g = 0.29). Los análisis de moderadores revelaron mayor impacto en estudiantes más jóvenes, intervenciones prolongadas y contextos educativos con más recursos. Los estudios conceptuales, basados en teorías como autodeterminación y la cognición corporizada, ofrecieron marcos explicativos que destacan autonomía, implicación sensoriomotriz y aprendizaje socioemocional como mecanismos clave.
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