Publication: Physical Education in the 21st century: An integrative review of its innovative characteristics
Authors
Lorente-Catalan, Eloisa ; Anastácio Oliveira, Taciany Cristina ; Leao Pereira, Ana Flávia
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/sportk.611331
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo tiene como objetivo identificar y discutir las características innovadoras de la EF escolar del siglo XXI a partir de una revisión integradora de la literatura. Los descriptores utilizados fueron: Educación Física, siglo XXI e innovación en lengua inglesa, española y en portugués, entre 2010 y 2020, en las Plataformas Eric, Dialnet, Scielo y Capes. Se realizó un análisis de contenido deductivo de los 38 artículos finales organizando las características encontradas en cuatro categorías de análisis (ejes) y en 18 subcategorías (criterios). Respecto al primer eje (propósitos de la materia) se concluye que la EF del siglo XXI es aquella en la que el alumnado es protagonista de su “aprender a ser, conocer y convivir” a partir del “aprender a hacer” en las manifestaciones de la cultura motriz. Respecto al segundo eje (metodología) la literatura recomienda que se enseñe a partir de metodologías activas que ejerciten habilidades para la vida y hacerlo a través de situaciones de aprendizaje significativas, auténticas que estimulen al alumnado de manera competencial y holística. También se recomienda que las situaciones propuestas estén vinculadas a la realidad social y ser planteen desde una perspectiva crítica y post crítica. En relación al tercer eje (evaluación), se defiende hacer una evaluación formativa y compartida a lo largo del proceso de enseñanza-aprendizaje. Por último, en relación a la gestión institucional, se considera necesario que sea abierta y flexible, traspasando los muros de la escuela con colaboraciones de toda la comunidad.
This study aimed to identify the innovative characteristics of 21st-century school PE through an integrative literature review. The descriptors used were "Physical Education," "21st century," and "innovation" in English, Spanish, and Portuguese, covering the period from 2010 to 2020 in the Eric, Dialnet, Scielo, and Capes databases. A deductive content analysis was conducted on the final 38 selected articles, organizing the identified characteristics into four analytical categories (axes) and 18 subcategories (criteria). Regarding the first axis (subject objectives), the study showed that 21st-century Physical Education (PE) places students at the center of their learning process, emphasizing "learning to be, to know, and to live together" through "learning by doing" within the manifestations of motor culture. Regarding the second axis (methodology), the literature recommends using active methodologies that develop life skills through meaningful, authentic learning situations that engage students in a competence-based and holistic manner. It is also suggested that these learning experiences be linked to social reality and approached from a critical and post-critical perspective. Concerning the third axis (assessment), a formative and shared assessment throughout the teaching-learning process is advocated. Finally, in terms of institutional management (fourth axis), an open and flexible approach is deemed necessary, extending beyond the school walls through collaborations with the broader community.
This study aimed to identify the innovative characteristics of 21st-century school PE through an integrative literature review. The descriptors used were "Physical Education," "21st century," and "innovation" in English, Spanish, and Portuguese, covering the period from 2010 to 2020 in the Eric, Dialnet, Scielo, and Capes databases. A deductive content analysis was conducted on the final 38 selected articles, organizing the identified characteristics into four analytical categories (axes) and 18 subcategories (criteria). Regarding the first axis (subject objectives), the study showed that 21st-century Physical Education (PE) places students at the center of their learning process, emphasizing "learning to be, to know, and to live together" through "learning by doing" within the manifestations of motor culture. Regarding the second axis (methodology), the literature recommends using active methodologies that develop life skills through meaningful, authentic learning situations that engage students in a competence-based and holistic manner. It is also suggested that these learning experiences be linked to social reality and approached from a critical and post-critical perspective. Concerning the third axis (assessment), a formative and shared assessment throughout the teaching-learning process is advocated. Finally, in terms of institutional management (fourth axis), an open and flexible approach is deemed necessary, extending beyond the school walls through collaborations with the broader community.
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Citation
Sport TK Vol.14, 2025
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