Influencia de la actividad física en el comportamiento y conducta en alumnado con trastorno del espectro autista en educación primaria: una revisión sistemática
DOI :
https://doi.org/10.21814/rpe.26794Mots-clés :
Educación especial, Autismo, Actividad física, Conceptos psicológicosRésumé
La evidencia científica recalca que la inactividad física por parte de los niños y niñas con trastorno del espectro autista (TEA) es una realidad global que puede repercutir gravemente en su desarrollo integral. Por ello, analizar los efectos positivos de la práctica regular de actividad física resulta fundamental de cara al posterior diseño y puesta en práctica de intervenciones y programas destinados a su promoción. Así, el objetivo de la presente revisión fue identificar, resumir y analizar la influencia de la actividad física en el comportamiento y conducta del alumnado de educación primaria (entre 5 y 12 años) diagnosticados con TEA. Para ello, siguiendo las pautas de la declaración PRISMA, se buscaron artículos científicos en inglés y español en tres bases de datos: PsycInfo, Scopus y Web of Science. De los 1.226 estudios identificados, 10 cumplieron los criterios de inclusión previamente establecidos. Después de su análisis, se comprobó que todos los resultados apuntan a la contribución positiva de la actividad física sobre el comportamiento, conducta y desarrollo personal de estos niños y niñas, principalmente en lo relativo a las habilidades sociales, atención y autorregulación. En este sentido, los programas basados en actividades de intensidad moderada-vigorosa de breve duración y desarrollados juntamente con otros sujetos son los que destacan a la hora de contribuir positivamente sobre el comportamiento del alumnado con TEA.
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