Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura

Los juegos tradicionales han sido parte fundamental del desarrollo psicosocial y motriz para la población infantil en diferentes culturas y contextos. Sin embargo, su presencia en la educación física escolar ha disminuido con el tiempo debido a factores como la digitalización del entretenimiento y c...

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Autores:: Bermudez, Brian

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

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dc.title.spa.fl_str_mv	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
title	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
spellingShingle	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura Juegos tradicionales Educación Física Revisión de literatura Población Escolar Estrategias Pedagógicas Traditional Games Physical Education Literature Review School Population Pedagogical Strategies Juegos educativos Juegos de simulación en educación Juegos en grupos
title_short	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
title_full	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
title_fullStr	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
title_full_unstemmed	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
title_sort	Los juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literatura
dc.creator.fl_str_mv	Bermudez, Brian
dc.contributor.advisor.none.fl_str_mv	Acosta, Edgar
dc.contributor.author.none.fl_str_mv	Bermudez, Brian
dc.subject.spa.fl_str_mv	Juegos tradicionales Educación Física Revisión de literatura Población Escolar Estrategias Pedagógicas
topic	Juegos tradicionales Educación Física Revisión de literatura Población Escolar Estrategias Pedagógicas Traditional Games Physical Education Literature Review School Population Pedagogical Strategies Juegos educativos Juegos de simulación en educación Juegos en grupos
dc.subject.subjectenglish.spa.fl_str_mv	Traditional Games Physical Education Literature Review School Population Pedagogical Strategies
dc.subject.lemb.spa.fl_str_mv	Juegos educativos Juegos de simulación en educación Juegos en grupos
description	Los juegos tradicionales han sido parte fundamental del desarrollo psicosocial y motriz para la población infantil en diferentes culturas y contextos. Sin embargo, su presencia en la educación física escolar ha disminuido con el tiempo debido a factores como la digitalización del entretenimiento y cambios en las dinámicas escolares. Esta tesis desarrolló una revisión de alcance con el fin de analizar los beneficios, desafíos y estrategias de implementación de los juegos tradicionales en la educación física escolar. La metodología se basa en el modelo de Arksey y O’Malley (2005), utilizando una Matriz de Análisis Documental para sistematizar la información de artículos científicos relevantes. Se espera que este estudio contribuya a generar estrategias que fomenten la integración de los juegos tradicionales en el currículo educativo, fortaleciendo así el desarrollo motriz, social y cultural de los estudiantes.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-08-13T14:28:36Z
dc.date.available.none.fl_str_mv	2025-08-13T14:28:36Z
dc.date.created.none.fl_str_mv	2025-08-08
dc.type.local.spa.fl_str_mv	Tesis de Pregrado
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dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10901/31690
url	https://hdl.handle.net/10901/31690
dc.relation.references.spa.fl_str_mv	Ardila-Barragán, J. N. (2020). Juegos tradicionales: aportes al desarrollo sociocultural en contextos escolares. Revista Digital Actividad Física y Deporte, 6(1), 1–12. https://revistas.udca.edu.co/index.php/rdafd/article/view/2152 Adnan, A. S., Hashim, H. A., & Shariff, S. A. (2020). Quantification of physical activity of Malaysian traditional games for school-based intervention among primary school children. Journal of Taibah University Medical Sciences, 15(6), 436–443. https://doi.org/10.1016/j.jtumed.2020.09.006 Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 Asamblea General de las Naciones Unidas. (1989). Convención sobre los Derechos del Niño. https://www.unicef.org/spanish/crc/ Azlan, M. A., Hasan, R. A., & Awang, Z. (2020). Incorporating traditional games in physical education lesson to increase physical activity among secondary school students: A preliminary study. In Lecture Notes in Bioengineering (pp. 197–204). https://doi.org/10.1007/978-981-15-3270-2_26 Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x Bauman, A. E., Reis, R. S., Sallis, J. F., Wells, J. C., Loos, R. J., & Martin, B. W. (2012). Correlates of physical activity: Why are some people physically active and others not? The Lancet, 380(9838), 258–271. https://doi.org/10.1016/S0140-6736(12)60735-1 Bernat López, S., & García Ferrando, M. (2020). Building national consciousness of future teachers by incorporating traditional sports into physical education curricula. Journal of Human Sport and Exercise, 15(3), 563–574. https://doi.org/10.14198/jhse.2020.153.09 Böhm, B., Finze, A., Alfermann, D., & Jekauc, C. (2019). Maximizing children's physical activity by modifying traditional games. European Physical Education Review, 25(4), 1112–1127. https://doi.org/10.1177/1356336X18820236 Burton, L., & Bailey, R. (2003). Investigating the role of traditional games in the development of physical literacy in children. European Physical Education Review, 9(4), 411–426. https://doi.org/10.1080/1357332032000090099 Calderón Villa, Y. (2021). Juegos para la parte inicial de la clase de Educación Física del segundo grado. Olimpia, 18(2), 899–907. https://revistas.udg.co.cu/index.php/olimpia/article/view/2577/4930 Carmenate Figueredo, Y. O. (2021). Juegos para las diferentes partes de la clase de Educación Física. Olimpia, 18(2), 124–126. Cheung, P. P. P., & Cheung, S. H. (2010). Children’s play and peer culture in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 11(4), 359–367. https://doi.org/10.2304/ciec.2010.11.4.359 Cheung, T., & Cheung, Y. B. (2010). Traditional sports and their role in promoting physical activity among children in Hong Kong. Journal of Sports Science & Medicine, 9(2), 324–333. https://www.jssm.org/hf.php?id=jssm-9-324.xml Cleophas, F. J. (2018). Shaping a decolonised sport history curriculum through the national question. South African Journal for Research in Sport, Physical Education and Recreation, 40(1), 15–29. https://doi.org/10.17159/2413-3108/2018/v40i1a4451 Cocca, A., Cocca, M., & Viciana, J. (2020). Health-improving and educational effect of gamified physical activities in physical education. Sustainability, 12(2), 552. https://doi.org/10.3390/su12020552 Díaz Maceira, R. M., Palmeiro Sánchez, L., Aldana García, Y., & Vicente Figueroa, H. O. (2021). Enfoque integrador desde la asignatura Educación Rítmica y Lúdica. Maestro y Sociedad, 23(4), 108–117. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/download/5450/5153 Dyson, B., & Casey, A. (2005). The effectiveness of physical education in schools: A review. Journal of Teaching in Physical Education, 24(3), 293–309. https://doi.org/10.1123/jtpe.24.3.293 Fernández Rodríguez, R. F. (2010). Juegos innovadores con material alternativo en el área de Educación Física. EmásF. Educación Física, 4, 5–18. https://dialnet.unirioja.es/servlet/articulo?codigo=3233198 Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (5ª ed.). McGraw-Hill. Gonzalez, J. (2022). Joy in Movement: Traditional sporting games and emotional experience in elementary physical education. Frontiers in Psychology, 13, 923367. https://doi.org/10.3389/fpsyg.2022.923367 Gutiérrez-Santos, S., & Rubio, A. (2017). Can cooperative learning achieve the four learning outcomes of physical education? European Physical Education Review, 23(4), 456–470. https://doi.org/10.1177/1356336X16647545 Hamzah, S. H., Hassan, M. A., Hamzah, M. S. G., & Abdullah, M. A. K. (2024). The influence of traditional games on the development of children’s basic motor skills. Sustainability, 16(5), 5510. https://doi.org/10.3390/sustainability1605510 Hernández Águila, A., Escobar de la Torre, J. C., & Parra Prieguez, C. J. (2020). Variantes de juegos para favorecer el desarrollo de las habilidades motrices básicas desde la clase de educación física. Sinergia Académica, 3(4), 1–11. https://dialnet.unirioja.es/servlet/articulo?codigo=7958598 Hernández Sampieri, R. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill Education. Khalil, S. N., Zakaria, R., & Nor, M. F. M. (2022). The effect of traditional games and free play on the motor skills of preschool children. BMC Public Health, 22(1), 56. https://doi.org/10.1186/s12889-020-08977-0 Knight, C. J., & Holt, N. L. (2014). Motor skill performance and its effect on the physical activity levels of children. Journal of Sports Sciences, 32(2), 109–119. https://doi.org/10.1080/02640414.2013.828519 Li, W., & Wang, X. (2018). Cultural relevance of traditional games in Chinese physical education. Journal of Chinese Physical Education, 49(1), 56–67. Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12), 1019–1035. https://doi.org/10.2165/11534920-000000000-00000 MacPhail, A., & Kirk, D. (2021). Sport education: Embracing formalism in physical education. Physical Education and Sport Pedagogy, 26(5), 451–463. https://doi.org/10.1080/17408989.2021.1910942 Martínez-Santos, R., & Ocaña, M. (2020). Sports teaching, traditional games, and understanding in physical education: A tale of two stories. Frontiers in Psychology, 11, 590301. https://doi.org/10.3389/fpsyg.2020.590301 Mendoza Yépez, M. M., Analuiza, A. E., & Lara Chalá, L. (2017). Los juegos populares y su aporte didáctico en las clases de Educación Física. EmásF. Educación Física, 44, 79–93. https://dialnet.unirioja.es/servlet/articulo?codigo=6187236 Morgan, P. J., Lubans, D. R., & Callister, R. (2011). Perceived competence mediates the relationship between fundamental movement skill proficiency and physical activity participation in children. Pediatric Exercise Science, 23(3), 321–334. https://doi.org/10.1123/pes.23.3.321 Moya-Higueras, J., March-Llanes, J., Prat, Q., Muñoz-Arroyave, V., & Lavega-Burgués, P. (2023). Traditional sporting games as an emotional induction procedure. Frontiers in Psychology, 13, 1082646. https://doi.org/10.3389/fpsyg.2022.1082646 O'Donoghue, P. (2007). Understanding game play in school physical education. Sport, Education and Society, 12(3), 325–338. https://doi.org/10.1080/13573320701625824 O'Donoghue, T. (2007). Planning your qualitative research project: An introduction to interpretivist research in education. Routledge. O'Neill, J. R., Pate, R. R., & Hooker, S. P. (2021). The contributions of dance and physical education to physical activity levels of adolescent girls. Journal of Physical Activity and Health, 18(1), 25–31. https://doi.org/10.1123/jpah.2019-0457 O'Neill, J. W., Jones, M., & Smith, A. (2021). Physical play and emotional well-being: The role of traditional games in the school curriculum. Journal of Physical Education, Recreation & Dance, 92(2), 28–35. https://doi.org/10.1080/07303084.2020.1829326 Parlebas, P., & Lavega-Burgués, P. (2024). Teaching sustainability through traditional sporting games. Sustainability, 16(5), 5510. https://doi.org/10.3390/sustainability1605510 Parlebas, P., Lavega-Burgués, P., Etxebeste, J., Lagardera, F., & Rodríguez, J. (2020). Traditional sports and games: Intercultural dialog, sustainability, and empowerment. Frontiers in Psychology, 11, 590301. https://doi.org/10.3389/fpsyg.2020.590301 Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of playing. Child Development, 69(3), 577–598. https://doi.org/10.1111/j.1467-8624.1998.tb06226.x Ribas, J. P., Hernández-Moreno, J., Díaz-Díaz, R., Borges-Hernández, P. J., Ruiz-Omeñaca, J. V., & Jaqueira, A. R. (2023). How to understand sports and traditional games and how to apply it to physical education: On the "Goal of Game". Frontiers in Sports and Active Living, 5, 1123340. https://doi.org/10.3389/fspor.2023.1123340 Rizzo, K. M., Simons, J., & Sweeny, S. M. (2018). Playful learning: Using play-based strategies to engage adult learners in health education. Health Promotion Practice, 19(1), 48–55. https://doi.org/10.1177/1524839916672021 Rizzo, M., DeLuca, S., & Melby-Lervåg, M. (2018). The role of physical games in fostering social skills in children. Journal of Early Childhood Education, 38(3), 25–40. https://doi.org/10.1016/j.jece.2018.02.005 Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: A behavioral emphasis (5ª ed.). Human Kinetics. Temel, A., Mamak, H., Kangalgil, M., Kılıçer, İ., Erdem, C., Çapar, T., & Özkan, A. (2024). Investigation of the sense of school belonging and sportspersonship behavior of students playing traditional children's games. BMC Psychology, 12(1), 155. https://doi.org/10.1186/s40359-024-02155-0 Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and children's intelligence, cognition, and academic achievement. Educational Psychology Review, 20(2), 111–131. https://doi.org/10.1007/s10648-007-9057-0 Vina Iasha, S. N. A., & Nurul Azkiyah, R. R. S. (2021). The traditional games effect on improving students working memory capacity in elementary schools. In Proceedings of the 2021 3rd International Conference on Education and Multimedia Technology (pp. 130–134). https://doi.org/10.1145/3452144.3452269
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spelling	Acosta, EdgarBermudez, BrianBogotá2025-08-13T14:28:36Z2025-08-13T14:28:36Z2025-08-08https://hdl.handle.net/10901/31690Los juegos tradicionales han sido parte fundamental del desarrollo psicosocial y motriz para la población infantil en diferentes culturas y contextos. Sin embargo, su presencia en la educación física escolar ha disminuido con el tiempo debido a factores como la digitalización del entretenimiento y cambios en las dinámicas escolares. Esta tesis desarrolló una revisión de alcance con el fin de analizar los beneficios, desafíos y estrategias de implementación de los juegos tradicionales en la educación física escolar. La metodología se basa en el modelo de Arksey y O’Malley (2005), utilizando una Matriz de Análisis Documental para sistematizar la información de artículos científicos relevantes. Se espera que este estudio contribuya a generar estrategias que fomenten la integración de los juegos tradicionales en el currículo educativo, fortaleciendo así el desarrollo motriz, social y cultural de los estudiantes.Universidad Libre - Facultad de Ciencias de la Educación - Licenciatura en Educación Física, Recreación y DeportesPDFhttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Juegos tradicionalesEducación FísicaRevisión de literaturaPoblación EscolarEstrategias PedagógicasTraditional GamesPhysical EducationLiterature ReviewSchool PopulationPedagogical StrategiesJuegos educativosJuegos de simulación en educaciónJuegos en gruposLos juegos tradicionales en la educación física y su impacto en la población escolar: una revisión de literaturaTesis de Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisArdila-Barragán, J. N. (2020). Juegos tradicionales: aportes al desarrollo sociocultural en contextos escolares. Revista Digital Actividad Física y Deporte, 6(1), 1–12. https://revistas.udca.edu.co/index.php/rdafd/article/view/2152Adnan, A. S., Hashim, H. A., & Shariff, S. A. (2020). Quantification of physical activity of Malaysian traditional games for school-based intervention among primary school children. Journal of Taibah University Medical Sciences, 15(6), 436–443. https://doi.org/10.1016/j.jtumed.2020.09.006Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616Asamblea General de las Naciones Unidas. (1989). Convención sobre los Derechos del Niño. https://www.unicef.org/spanish/crc/Azlan, M. A., Hasan, R. A., & Awang, Z. (2020). Incorporating traditional games in physical education lesson to increase physical activity among secondary school students: A preliminary study. In Lecture Notes in Bioengineering (pp. 197–204). https://doi.org/10.1007/978-981-15-3270-2_26Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.xBauman, A. E., Reis, R. S., Sallis, J. F., Wells, J. C., Loos, R. J., & Martin, B. W. (2012). Correlates of physical activity: Why are some people physically active and others not? The Lancet, 380(9838), 258–271. https://doi.org/10.1016/S0140-6736(12)60735-1Bernat López, S., & García Ferrando, M. (2020). Building national consciousness of future teachers by incorporating traditional sports into physical education curricula. Journal of Human Sport and Exercise, 15(3), 563–574. https://doi.org/10.14198/jhse.2020.153.09Böhm, B., Finze, A., Alfermann, D., & Jekauc, C. (2019). Maximizing children's physical activity by modifying traditional games. European Physical Education Review, 25(4), 1112–1127. https://doi.org/10.1177/1356336X18820236Burton, L., & Bailey, R. (2003). Investigating the role of traditional games in the development of physical literacy in children. European Physical Education Review, 9(4), 411–426. https://doi.org/10.1080/1357332032000090099Calderón Villa, Y. (2021). Juegos para la parte inicial de la clase de Educación Física del segundo grado. Olimpia, 18(2), 899–907. https://revistas.udg.co.cu/index.php/olimpia/article/view/2577/4930Carmenate Figueredo, Y. O. (2021). Juegos para las diferentes partes de la clase de Educación Física. Olimpia, 18(2), 124–126.Cheung, P. P. P., & Cheung, S. H. (2010). Children’s play and peer culture in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 11(4), 359–367. https://doi.org/10.2304/ciec.2010.11.4.359Cheung, T., & Cheung, Y. B. (2010). Traditional sports and their role in promoting physical activity among children in Hong Kong. Journal of Sports Science & Medicine, 9(2), 324–333. https://www.jssm.org/hf.php?id=jssm-9-324.xmlCleophas, F. J. (2018). Shaping a decolonised sport history curriculum through the national question. South African Journal for Research in Sport, Physical Education and Recreation, 40(1), 15–29. https://doi.org/10.17159/2413-3108/2018/v40i1a4451Cocca, A., Cocca, M., & Viciana, J. (2020). Health-improving and educational effect of gamified physical activities in physical education. Sustainability, 12(2), 552. https://doi.org/10.3390/su12020552Díaz Maceira, R. M., Palmeiro Sánchez, L., Aldana García, Y., & Vicente Figueroa, H. O. (2021). Enfoque integrador desde la asignatura Educación Rítmica y Lúdica. Maestro y Sociedad, 23(4), 108–117. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/download/5450/5153Dyson, B., & Casey, A. (2005). The effectiveness of physical education in schools: A review. Journal of Teaching in Physical Education, 24(3), 293–309. https://doi.org/10.1123/jtpe.24.3.293Fernández Rodríguez, R. F. (2010). Juegos innovadores con material alternativo en el área de Educación Física. EmásF. Educación Física, 4, 5–18. https://dialnet.unirioja.es/servlet/articulo?codigo=3233198Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (5ª ed.). McGraw-Hill.Gonzalez, J. (2022). Joy in Movement: Traditional sporting games and emotional experience in elementary physical education. Frontiers in Psychology, 13, 923367. https://doi.org/10.3389/fpsyg.2022.923367Gutiérrez-Santos, S., & Rubio, A. (2017). Can cooperative learning achieve the four learning outcomes of physical education? European Physical Education Review, 23(4), 456–470. https://doi.org/10.1177/1356336X16647545Hamzah, S. H., Hassan, M. A., Hamzah, M. S. G., & Abdullah, M. A. K. (2024). The influence of traditional games on the development of children’s basic motor skills. Sustainability, 16(5), 5510. https://doi.org/10.3390/sustainability1605510Hernández Águila, A., Escobar de la Torre, J. C., & Parra Prieguez, C. J. (2020). Variantes de juegos para favorecer el desarrollo de las habilidades motrices básicas desde la clase de educación física. Sinergia Académica, 3(4), 1–11. https://dialnet.unirioja.es/servlet/articulo?codigo=7958598Hernández Sampieri, R. (2014). Metodología de la investigación (6.ª ed.). McGraw-Hill Education.Khalil, S. N., Zakaria, R., & Nor, M. F. M. (2022). The effect of traditional games and free play on the motor skills of preschool children. BMC Public Health, 22(1), 56. https://doi.org/10.1186/s12889-020-08977-0Knight, C. J., & Holt, N. L. (2014). Motor skill performance and its effect on the physical activity levels of children. Journal of Sports Sciences, 32(2), 109–119. https://doi.org/10.1080/02640414.2013.828519Li, W., & Wang, X. 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