Percepciones del profesorado sobre una intervención mixta de aprendizaje físicamente activo y pausas activas: un estudio cualitativo del proyecto BALA
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https://doi.org/10.17979/sportis.2026.12.2.12713Resumen
La pedagogía basada en el movimiento ha recibido un creciente impulso como una estrategia activa para mejorar la enseñanza y el aprendizaje; sin embargo, la investigación que explora las percepciones del profesorado sobre su implementación práctica sigue siendo limitada. Este estudio tuvo como objetivo examinar las percepciones de los docentes sobre el proyecto BALA, con un enfoque en el Aprendizaje Físicamente Activo y las Pausas Activas. Se empleó un diseño de investigación cualitativa, utilizando grupos focales con seis docentes (cuatro tutores y dos profesores de Educación Física), organizados según la especialidad docente. Los datos fueron analizados mediante un análisis temático deductivo para identificar las percepciones clave sobre los aspectos positivos, las barreras y las áreas de mejora de la intervención.
Los hallazgos revelan que los y las docentes tienen actitudes positivas hacia las estrategias basadas en el movimiento, reconociendo su valor para aumentar la participación del alumnado y apoyar el proceso de aprendizaje. No obstante, se identificaron varias barreras para una implementación sostenida, incluyendo capacitación insuficiente, recursos limitados y mayor carga laboral. A pesar de estos desafíos, las percepciones globalmente positivas indican un potencial para una adopción más amplia. El estudio subraya la necesidad de desarrollo profesional específico, recursos adecuados y apoyo institucional para garantizar la integración efectiva de la pedagogía basada en el movimiento en las escuelas.
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