Metacognición en Educación Física: revisión sistemática de estrategias, instrumentos y retos contextuales

Autores/as

DOI:

https://doi.org/10.47197/retos.v83.118292

Palabras clave:

Adolescentes , autorregulación, educación física, metacognición, revisión sistemática

Resumen

Introducción: La metacognición es relevante en Educación Física porque permite planificar, monitorear y evaluar el aprendizaje durante tareas motrices, tácticas y relacionadas con salud.

Objetivo: Esta revisión sistemática examinó cómo se ha conceptualizado, medido y promovido la metacognición en la Educación Física escolar, principalmente en estudiantes adolescentes.

Metodología: La revisión siguió PRISMA 2020. Se realizaron búsquedas hasta el 1 de julio de 2026 en Scopus, Web of Science Core Collection, ERIC, PsycINFO y SciELO. Se incluyeron estudios cuantitativos, cualitativos, mixtos, de intervención y de desarrollo instrumental que abordaran explícitamente procesos metacognitivos.

Resultados: Se identificaron 72 registros, se eliminaron 21 duplicados y se examinaron 51. Dieciséis informes, correspondientes a 18 muestras, cumplieron los criterios de inclusión. Predominaron los estudios transversales basados en autoinformes. Las metas de dominio, las creencias incrementales sobre la habilidad, el apoyo a la autonomía y los climas centrados en la tarea se asociaron con mayor actividad metacognitiva. También se observaron relaciones con disfrute, rendimiento, aprendizaje, habilidades motrices e intención de realizar actividad física.

Discusión: Las intervenciones basadas en modelado en video, enseñanza explícita, aprendizaje autorregulado y enfoques combinados de Teaching Games for Understanding y Sport Education mostraron resultados prometedores, aunque la heterogeneidad metodológica limitó las comparaciones y las inferencias causales.

Conclusiones: La evidencia respalda la relevancia de la metacognición en Educación Física escolar, pero se requieren estudios longitudinales y controlados, instrumentos específicos y culturalmente validados, y medidas directas de estos procesos.

Biografía del autor/a

  • Misael Sandoval, Universidad de Concepción

    Misael Andrés Sandoval Cárcamo is a Physical Education teacher and holds a Bachelor’s degree in Education, with postgraduate training in Physical Activity and Sport. He completed a Master’s in Physical Activity and Sport and a postgraduate diploma in Early Childhood Motor Development, which has allowed him to specialise in motor development and the promotion of active lifestyles from early childhood. He is currently a doctoral student in Education at the University of Concepción, where he is part of the first cohort of the PhD programme.

    Professionally, he has worked as a Physical Education teacher in schools in the municipality of Talcahuano and has also collaborated in teacher education processes and in teaching research methodology at the university level. His research interests focus on the relationship between physical activity, health and academic achievement, behaviour change towards more active lifestyles, and the analysis of fundamental motor patterns in preschool and primary school children. He has participated in studies and publications related to health programmes (such as the Vida Sana Programme) and to the role of physical education in supporting the overall well-being of school-aged children.

  • Miguel Cornejo, Universidad de Concepción

    Miguel Cornejo Améstica is a Full Professor in the Department of Physical Education at the Faculty of Education, Universidad de Concepción, Chile. He holds a PhD in Sociology of Sport from the Université de Grenoble and has taught at the Universidad de Concepción since 1978, where he has also served as Director of the Department of Physical Education. His academic work sits at the intersection of sport, society and education, with a particular focus on football as a social and cultural phenomenon.

    His research and public engagement address topics such as violence in football stadiums, the governance of “barras bravas”, and sport as a tool for social inclusion, for example in relation to Haitian migrant communities in Concepción. He has presented his work at major international forums, including the World Congress of Sociology of Sport in Ottawa and Latin American congresses on sociocultural studies of sport, and regularly contributes expert commentary on issues such as Olympic legacies and mega-events in the media. Across these roles, Cornejo positions sport and physical education as key spaces for citizenship, coexistence and education in contemporary Latin American societies.

  • Eugenio Chandia, Universidad Católica de la Santísima Concepción

    Eugenio Chandía Muñoz is a mathematics educator and academic at the Universidad de Concepción, Chile. He is a Professor (Assistant) in the Department of Curriculum and Instruction and an associated researcher at the Centro de Investigación Avanzada en Educación (CIAE) of the Universidad de Chile. He holds a degree as a Mathematics and Computing Teacher from the Universidad de Concepción, and a Doctorate in Education (Doctor en Ciencias de la Educación) from the Pontificia Universidad Católica de Chile.

    His research focuses on mathematics education, particularly initial teacher education, classroom assessment, and the design of mathematically and culturally meaningful tasks, including work with Indigenous contexts. He has authored journal articles and book chapters on topics such as future teachers’ beliefs and practices, lexical availability linked to mathematics curricula, and culturally responsive mathematical tasks. In recent years, he has also been involved in national and international collaborations and research stays in intercultural mathematics education, strengthening networks between Chilean and European research groups.

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Publicado

30-05-2026

Número

Vol. 83 (2026)

Sección

Revisiones teóricas sistemáticas y/o metaanálisis

Licencia

Derechos de autor 2026 Misael Sandoval, Miguel Cornejo, Eugenio Chandia

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Cómo citar

Sandoval, M., Cornejo, M., & Chandia, E. (2026). Metacognición en Educación Física: revisión sistemática de estrategias, instrumentos y retos contextuales. Retos, 83, 302-319. https://doi.org/10.47197/retos.v83.118292