Efectividad del aprendizaje autorregulado en intervenciones en educación física promotoras de actividad física. Revisión sistemática

Abstract

[eng] Despite the important health benefits of regular physical activity and the recommendations made by the World Health Organization, high levels of sedentary lifestyles are observed in adolescents. Considering that physical education has the potential to help increase physical activity directly and indirectly, it is important to implement high-quality interventions aimed at promoting the acquisition of physical activity habits and active lifestyles during adolescents' free time. A systematic review was conducted, according to the PRISMA standards, of interventions in physical education between 2012 and 2022, focusing on the effect on physical activity during free time in adolescents of the metacognitive variables (planning, self-control, evaluation, and reflection) and motivational (effort and self-efficacy) of self-regulated learning, according to Zimmerman's social cognitive model. After applying inclusion and exclusion criteria, 16 articles were selected and analyzed in depth, describing interventions in seven countries, 106 schools, and more than 4500 students. The study's results indicate that the explicit teaching of self-regulation strategies and skills in physical education is an effective approach to increase levels of physical activity during adolescents' free time. The most important results provide evidence that manipulating metacognitive and motivational variables of self-regulated learning, within the context of multicomponent interven-tions in physical education, is an efficacious strategy to enhance free time physical activity