Article RETRACTED due to manipulation by the authors Gender comparison in physical literacy: a systematic review and meta-analysis of children and adolescents: Article RETRACTED due to manipulation by the authors

Ahmad  Chaeroni; Muchamad Arif Al Ardha; Lutfi Nur; Mottakin Ahmed; Kamal Talib; Bekir Erhan Orhan; Desy Syswianti; Mert Kurnaz; Mohd Nizam Nizam

doi:10.47197/retos.v60.108312

Autores

Ahmad Chaeroni Universitas Negeri Padang https://orcid.org/0000-0001-8640-9330
Muchamad Arif Al Ardha Surabaya State University
Lutfi Nur Universitas Pendidikan Indonesia
Mottakin Ahmed Government College Silwani https://orcid.org/0000-0001-9539-3799
Kamal Talib Universiti Malaysia Terengganu https://orcid.org/0009-0002-6506-9167
Bekir Erhan Orhan Istanbul Aydın University https://orcid.org/0000-0002-3149-6630
Desy Syswianti STIKes Karsa Husada Garut
Mert Kurnaz Haliç University
Mohd Nizam Nizam Universiti Malaysia Terengganu

DOI:

https://doi.org/10.47197/retos.v60.108312

Palavras-chave:

Literacia física, Género, Crianças e adolescentes, Domínios, Desenvolvimento potencial

Resumo

Este estudo realiza uma revisão sistemática da literatura e meta-análise sobre literacia física, com foco nas comparações de género entre crianças e adolescentes em idade escolar. A literacia física (AF) é um conceito multidimensional que envolve interação social e ambiental, conhecimento e compreensão, motivação e confiança, bem como competência física. O objectivo deste estudo é avaliar o impacto das intervenções nestes domínios e examinar a disparidade de género existente. Os métodos utilizados incluem uma Revisão Sistemática da Literatura (RSL) e uma meta-análise, com dados obtidos a partir das bases de dados Scopus e PubMed. A análise foi realizada através de modelos de efeitos fixos e aleatórios, com viés de publicação avaliado através de um gráfico de funil, teste de correlação de postos e teste de Egger. Os resultados indicam que as intervenções de AF têm efeitos significativos em vários domínios com diferenças baseadas no género. O domínio da interacção social e ambiental não apresentou um efeito globalmente significativo, enquanto os domínios do conhecimento e compreensão, e da motivação e confiança, exibiram efeitos pequenos mas significativos, com tendência para melhores resultados nas mulheres. O domínio competência física apresentou uma influência moderada e significativa, com maior melhoria nos homens. O domínio geral da literacia física apresentou um efeito positivo significativo, enfatizando a importância de uma abordagem holística nas intervenções de AF. Estas conclusões fornecem recomendações baseadas em evidências para práticas de educação física e políticas escolares mais inclusivas, e ajudam a abordar a disparidade de género no desenvolvimento da literacia física.

Palavras-chave: Literacia física, Género, Crianças e adolescentes, Domínios, Desenvolvimento potencial

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Article RETRACTED due to manipulation by the authors Comparação de gênero na alfabetização física: uma revisão sistemática e meta-análise de crianças e adolescentes.