Aprendizaje basado en retos motrices: fundamentación teórico-metodológica para Educación Física

Abstract

Challenge-Based Learning promotes active knowledge construction through open problems that integrate decision-making and action. In Physical Education, its application lacks specific structuring for the motor domain, requiring a contextualized theoretical-methodological formulation. The objective of the study was to theoretically and methodologically substantiate Motor Challenge-Based Learning as an evolution of Challenge-Based Learning, defining its conceptual foundations and arguing its relevance for designing motor learning experiences. A narrative documentary review was conducted in Scopus, Web of Science, and ERIC using explicit selection criteria. The conceptual analysis was organized into four sequential stages that enabled identification of categories, comparison of approaches, delimitation of gaps, and structuring of the model. The construction of MCBL was systematized into three stages: principles, methodological sequence, and aligned analytical rubric. Motor Challenge-Based Learning was formulated as a structured methodology based on principles, seven operational phases, and an analytical rubric. The proposal integrates motor, cognitive, and socioemotional dimensions, organizing bodily action as a systematic process oriented toward decision-making, reflection, and transfer. The study substantiated Motor Challenge-Based Learning as a specific methodology for Physical Education, structured in operational phases and aligned assessment. Future empirical validation will allow analysis of its impact and applicability.