Integración tecnológica para profesores de Educación Física: un análisis bibliométrico
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https://doi.org/10.17979/sportis.2026.12.2.12840Resumen
Los rápidos avances en tecnología de la información han transformado la educación física (EF), permitiendo plataformas digitales para el aprendizaje innovador en medio de cambios socioculturales y cambios en línea impulsados por la COVID-19, pero los profesores de EF se enfrentan a desafíos como una baja confianza digital y brechas de competencias (pedagógicas, personales, sociales, profesionales). Este estudio bibliométrico cubre un vacío de investigación mapeando las tendencias de Scopus (2019-2024) a través de VOSviewer (v1.6.19), abordando RQ1 (productividad de publicaciones), RQ2 (revistas/autores/artículos influyentes), H1 (pico 2020-2021 y luego descenso) y H2 (temas dominantes de "PE" y "tecnología educativa" con brechas en alfabetización digital); de 1.070 resultados iniciales, se analizaron 377 documentos en inglés para coautoría, citas y redes de palabras clave (7 grupos, mínimo 2 ocurrencias). Los resultados confirman el primer semestre con la productividad subiendo de 25 (2019) a 115 artículos (2021) antes de caer a 20 (2024), destacando a los principales influenciadores como Casey, A. (China, 4 documentos), Varea et al. (2022; 68 citas sobre cambios en el EP por COVID-19), y Sargent et al. (2020; 54 citas sobre aprendizaje invertido), además de grupos de palabras clave ("educación física", "e-learning", "deportes") que revelan brechas en la alfabetización docente y la equidad geográfica (dominio China/EE. UU.). subrayando la necesidad de formación específica, integración de IA/VR, estudios de la ASEAN y marcos políticos para sostener los avances postpandemias.
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