Educación Física con Significado. Repaso narrativo
Palabras clave:
marco, elementos fundamentales, revisión
Resumen
La Educación Física con Significado (EFcS) no es una “moda”. Muy al contrario, representa un marco que permite a los docentes identificar los elementos de su clase que hacen que esta pueda tener “significado” para todos sus estudiantes. Solo así podremos influir de manera positiva en el bienestar de nuestro alumnado, en el presente, pero también en el futuro y elevar el status de esta asignatura en el contexto educativo. En este artículo hemos intentado hacer un breve repaso a todos los elementos que incluye este marco, a la investigación más relevante publicada sobre esta temática hasta el momento y a las perspectivas de futuro que se abren tanto en la docencia como en la investigación, sobre todo en nuestro país.
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Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497. http://dx.doi.org/10.1037/edu0000293
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M……. & Lonsdale, C. (2023). A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000783
Almond, L., & Whitehead, M. E. (2012). The value of physical literacy. Physical Education Matters, 7(2), 61-63.
Beni, S., Fletcher, T., & Chróinín, D. N. (2021). Teachers’ engagement with professional development to support implementation of meaningful physical education. Journal of Teaching in Physical Education, 41(4), 570-579. https://doi.org/10.1123/jtpe.2021-0137
Beni, S., Fletcher, T., & Chróinín, D. N. (2022). ‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education. Teaching and Teacher Education, 117, 103806. https://doi.org/10.1016/j.tate.2022.103806
Beni, S., Fletcher, T., & Chróinín, D. N. (2024). Two teachers’ positioning toward Meaningful PE: agency, sensemaking, and ownership. Physical Education and Sport Pedagogy, 1–13. https://doi.org/10.1080/17408989.2024.2439966
Beni, S., Ni Chróinín, D., & Fletcher, T. (2021). ‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review, 27(3), 666-683. https://doi.org/10.1177/1356336X2098418
Beni, S., Ní Chróinín, D., Fletcher, T., Bailey, J., Cariño Fraisse, L., Down, M., … Gross, K. (2023). Teachers’ sensemaking in implementation of Meaningful Physical Education. Physical Education and Sport Pedagogy, 30(6), 593–606. https://doi.org/10.1080/17408989.2023.2260388
Bryan, C. L., & Solmon, M. A. (2012). Student motivation in physical education and engagement in physical activity. Journal of Sport Behavior, 35, 267–285.
Burgueño, R., & Diloy-Peña, S. (2025). A Focus on the What of Meaningful Experiences in Physical Education: Development and Initial Validation of the Meaningful Physical Education Scale. Measurement in Physical Education and Exercise Science, 1-16. https://doi.org/10.1080/1091367X.2025.2558523
Cardiff, G., Beni, S., Fletcher, T., Bowles, R., & Chróinín, D. N. (2024). Learning to facilitate student voice in primary physical education. European Physical Education Review, 30(3), 381-396. https://doi.org/10.1177/1356336X231209687
Coulter, M., Gleddie, D., Bowles, R., NiChroinin, D., & Fletcher, T. (2023). Teacher educators’ explorations of pedagogies that promote meaningful experiences in physical education. Revue phénEPS/PHEnex Journal, 13(3).
Dauenhauer, B., Kulinna, P., Marttinen, R., & Stellino, M. B. (2022). Before-and after-school physical activity: Programs and best practices. Journal of Physical Education, Recreation & Dance, 93(5), 20-26. https://doi.org/10.1080/07303084.2022.2053474
Fernandez-Rio, J., & Saiz-González, P. (2023). Educación Física con Significado (EFcS). Un planteamiento de futuro para todo el alumnado. Revista Española de Educación Física y Deportes, 437(4), 1-9. https://doi.org/10.55166/reefd.v437i4.1129
García-Hermoso A, Izquierdo M and Ramírez-Vélez R (2022) Tracking of physical fitness levels from childhood and adolescence to adulthood: A systematic review and meta-analysis. Translational Pediatrics, 11(4), 474–486.
Girona-Durá, C., López-Bautista, I., García-Taibo, O., & Baena-Morales, S. (2025). Dimensions of Meaning in Physical Education—Voices from Experienced Teachers. Education Sciences, 15(9), 1166. https://doi.org/10.21037/tp-21-507
González-Cutre, D., Brugarolas-Navarro, M., Beltrán-Carrillo, V. J., & Jiménez-Loaisa, A. (2025). The frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy, 30(1), 64-77. https://doi.org/10.1080/17408989.2023.2167969
Hastie, P. A., Alshuraymi, A. N., & Wang, C. H. (2025). Measuring meaningfulness in physical education: a tool for teachers and researchers. Physical Education and Sport Pedagogy, 1-15.
Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2022). Opening up neat new things: Exploring understandings and experiences of social and emotional learning and meaningful physical education utilizing democratic and reflective pedagogies. International Journal of Environmental Research and Public Health, 19(18), 11229. https://doi.org/10.3390/ijerph191811229
Lynch, S., & Sargent, J. (2020). Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education. Physical Education and Sport Pedagogy, 25(6), 629-642. https://doi.org/10.1080/17408989.2020.1779684
Ní Chróinín, D., Fletcher, T., Beni, S., Griffin, C., & Coulter, M. (2023). Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland. Education 3-13, 51(1), 41-54. https://doi.org/10.1080/03004279.2021.1948584
Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2018). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117-133. https://doi.org/10.1080/17408989.2017.1342789
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saiz-González, P., Coto-Lousas, J., Iglesias, D., & Fernandez-Rio, J. (2025). Understanding parents’ views on physical education and physical activity: implications to avoid negative experiences. Journal of Physical Education, Recreation & Dance, 96(5), 44-50. https://doi.org/10.1080/07303084.2025.2463907
Saiz-González, P., & Fernández-Río, J. (2025). Meaningful Physical Education: Design and Validation of a Measurement Instrument. Apunts. Educació Física i Esports, (161), 12-22. https://doi.org/10.5672/apunts.2014-0983.es.(2025/3).161.02
Saiz-González, P., Sierra-Díaz, J., Iglesias, D., & Fernandez-Rio, J. (2025). Chasing Meaningfulness in Spanish Physical Education: Old and New Features. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.2024-0206
Senninger, T. (2000). Abenteuer leiten in abenteuern lernen. OEkotopia.
Smith, Z., Carter, A., Fletcher, T., & Chróinín, D. N. (2023). What is important? How one early childhood teacher prioritised meaningful experiences for children in physical education. Journal of Early Childhood Education Research, 12(1), 126-149.
Strittmater, G., Fletcher, T., & Richards, K. A. (2025). The Meaningful Physical Education Approach: A Scoping Review. Kinesiology Review, 14(3), 340-356. https://doi.org/10.1123/kr.2024-0061
Wintle, J. (2020). Implementing alternative activities to create meaningful physical education. Physical Education Matters, 15, 20-22.
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M……. & Lonsdale, C. (2023). A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000783
Almond, L., & Whitehead, M. E. (2012). The value of physical literacy. Physical Education Matters, 7(2), 61-63.
Beni, S., Fletcher, T., & Chróinín, D. N. (2021). Teachers’ engagement with professional development to support implementation of meaningful physical education. Journal of Teaching in Physical Education, 41(4), 570-579. https://doi.org/10.1123/jtpe.2021-0137
Beni, S., Fletcher, T., & Chróinín, D. N. (2022). ‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education. Teaching and Teacher Education, 117, 103806. https://doi.org/10.1016/j.tate.2022.103806
Beni, S., Fletcher, T., & Chróinín, D. N. (2024). Two teachers’ positioning toward Meaningful PE: agency, sensemaking, and ownership. Physical Education and Sport Pedagogy, 1–13. https://doi.org/10.1080/17408989.2024.2439966
Beni, S., Ni Chróinín, D., & Fletcher, T. (2021). ‘It’s how PE should be!’: Classroom teachers’ experiences of implementing Meaningful Physical Education. European Physical Education Review, 27(3), 666-683. https://doi.org/10.1177/1356336X2098418
Beni, S., Ní Chróinín, D., Fletcher, T., Bailey, J., Cariño Fraisse, L., Down, M., … Gross, K. (2023). Teachers’ sensemaking in implementation of Meaningful Physical Education. Physical Education and Sport Pedagogy, 30(6), 593–606. https://doi.org/10.1080/17408989.2023.2260388
Bryan, C. L., & Solmon, M. A. (2012). Student motivation in physical education and engagement in physical activity. Journal of Sport Behavior, 35, 267–285.
Burgueño, R., & Diloy-Peña, S. (2025). A Focus on the What of Meaningful Experiences in Physical Education: Development and Initial Validation of the Meaningful Physical Education Scale. Measurement in Physical Education and Exercise Science, 1-16. https://doi.org/10.1080/1091367X.2025.2558523
Cardiff, G., Beni, S., Fletcher, T., Bowles, R., & Chróinín, D. N. (2024). Learning to facilitate student voice in primary physical education. European Physical Education Review, 30(3), 381-396. https://doi.org/10.1177/1356336X231209687
Coulter, M., Gleddie, D., Bowles, R., NiChroinin, D., & Fletcher, T. (2023). Teacher educators’ explorations of pedagogies that promote meaningful experiences in physical education. Revue phénEPS/PHEnex Journal, 13(3).
Dauenhauer, B., Kulinna, P., Marttinen, R., & Stellino, M. B. (2022). Before-and after-school physical activity: Programs and best practices. Journal of Physical Education, Recreation & Dance, 93(5), 20-26. https://doi.org/10.1080/07303084.2022.2053474
Fernandez-Rio, J., & Saiz-González, P. (2023). Educación Física con Significado (EFcS). Un planteamiento de futuro para todo el alumnado. Revista Española de Educación Física y Deportes, 437(4), 1-9. https://doi.org/10.55166/reefd.v437i4.1129
García-Hermoso A, Izquierdo M and Ramírez-Vélez R (2022) Tracking of physical fitness levels from childhood and adolescence to adulthood: A systematic review and meta-analysis. Translational Pediatrics, 11(4), 474–486.
Girona-Durá, C., López-Bautista, I., García-Taibo, O., & Baena-Morales, S. (2025). Dimensions of Meaning in Physical Education—Voices from Experienced Teachers. Education Sciences, 15(9), 1166. https://doi.org/10.21037/tp-21-507
González-Cutre, D., Brugarolas-Navarro, M., Beltrán-Carrillo, V. J., & Jiménez-Loaisa, A. (2025). The frustration of novelty and basic psychological needs as predictors of maladaptive outcomes in physical education. Physical Education and Sport Pedagogy, 30(1), 64-77. https://doi.org/10.1080/17408989.2023.2167969
Hastie, P. A., Alshuraymi, A. N., & Wang, C. H. (2025). Measuring meaningfulness in physical education: a tool for teachers and researchers. Physical Education and Sport Pedagogy, 1-15.
Howley, D., Dyson, B., Baek, S., Fowler, J., & Shen, Y. (2022). Opening up neat new things: Exploring understandings and experiences of social and emotional learning and meaningful physical education utilizing democratic and reflective pedagogies. International Journal of Environmental Research and Public Health, 19(18), 11229. https://doi.org/10.3390/ijerph191811229
Lynch, S., & Sargent, J. (2020). Using the meaningful physical education features as a lens to view student experiences of democratic pedagogy in higher education. Physical Education and Sport Pedagogy, 25(6), 629-642. https://doi.org/10.1080/17408989.2020.1779684
Ní Chróinín, D., Fletcher, T., Beni, S., Griffin, C., & Coulter, M. (2023). Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland. Education 3-13, 51(1), 41-54. https://doi.org/10.1080/03004279.2021.1948584
Ní Chróinín, D., Fletcher, T., & O’Sullivan, M. (2018). Pedagogical principles of learning to teach meaningful physical education. Physical Education and Sport Pedagogy, 23(2), 117-133. https://doi.org/10.1080/17408989.2017.1342789
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Saiz-González, P., Coto-Lousas, J., Iglesias, D., & Fernandez-Rio, J. (2025). Understanding parents’ views on physical education and physical activity: implications to avoid negative experiences. Journal of Physical Education, Recreation & Dance, 96(5), 44-50. https://doi.org/10.1080/07303084.2025.2463907
Saiz-González, P., & Fernández-Río, J. (2025). Meaningful Physical Education: Design and Validation of a Measurement Instrument. Apunts. Educació Física i Esports, (161), 12-22. https://doi.org/10.5672/apunts.2014-0983.es.(2025/3).161.02
Saiz-González, P., Sierra-Díaz, J., Iglesias, D., & Fernandez-Rio, J. (2025). Chasing Meaningfulness in Spanish Physical Education: Old and New Features. Journal of Teaching in Physical Education. https://doi.org/10.1123/jtpe.2024-0206
Senninger, T. (2000). Abenteuer leiten in abenteuern lernen. OEkotopia.
Smith, Z., Carter, A., Fletcher, T., & Chróinín, D. N. (2023). What is important? How one early childhood teacher prioritised meaningful experiences for children in physical education. Journal of Early Childhood Education Research, 12(1), 126-149.
Strittmater, G., Fletcher, T., & Richards, K. A. (2025). The Meaningful Physical Education Approach: A Scoping Review. Kinesiology Review, 14(3), 340-356. https://doi.org/10.1123/kr.2024-0061
Wintle, J. (2020). Implementing alternative activities to create meaningful physical education. Physical Education Matters, 15, 20-22.
Publicado
2025-12-05
Cómo citar
Fernández-Rio, J. (2025). Educación Física con Significado. Repaso narrativo. e-Motion: Revista de Educación, Motricidad e Investigación, (25). https://doi.org/10.33776/EUHU/remo.vi25.9351
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Derechos de autor 2025 Javier Fernández-Rio
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