¿Podría una unidad didáctica intermitente gamificada en Educación Física mejorar la actividad física regular de los niños de Primaria?
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El objetivo principal del presente estudio fue analizar el efecto de una unidad didáctica intermitente gamificada que utiliza una combinación de estrategias de modificación de conducta (es decir, pulseras de actividad, establecimiento de objetivos, asesoramiento educativo, recordatorios de actividad física y diarios de actividad física) en el contexto de la Educación Física sobre los pasos semanales medidos con pulseras de actividad de niños de primaria. 121 niños de primaria (muestra final = 103; 45,6 mujeres; 9-12 años) de un colegio público realizaron una unidad didáctica intermitente gamificada (primeros 15 minutos de cada sesión, tres veces por semana durante cinco semanas). Varias estrategias de modificación de conducta fueron combinadas durante la intervención (es decir, pulseras de actividad, establecimiento de objetivos, recordatorios de actividad física, diario y asesoramiento educativo) con el fin de promover la actividad física diaria de los participantes. Los pasos diarios de los escolares se registraron en la semana basal y durante la quinta semana de intervención mediante las pulseras de actividad Garmin Vivofit Jr 3. Los resultados del Modelo Lineal Multinivel mostraron que los escolares mejoraron sus pasos semanales desde la semana basal hasta la quinta semana del programa (p = 0,044; d = 0,19). Además, los escolares mejoraron el porcentaje de escolares que alcanzaron, en promedio, 10.000 pasos por día en la semana cinco en comparación con la semana basal (p = 0,035; Cramerʼs V = 0,477). Una unidad didáctica intermitente gamificada que utiliza una combinación de estrategias de modificación de conducta para aumentar el comportamiento activo de los escolares parece eficaz para mejorar sus pasos semanales.
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