Actividad física y su influencia en la autoestima de estudiantes de educación primaria
Physical activity and its influence on the self-esteem of primary education studentsContenido principal del artículo
Introducción: La autovaloración constituye un componente fundamental del bienestar infantil, mientras que la actividad física puede contribuir al fortalecimiento de la autoestima durante la etapa escolar. Objetivo: Determinar la influencia de la actividad física en la autoestima de los estudiantes del V ciclo de educación primaria de la Institución Educativa 1262, Vitarte, durante 2022. Metodología: Se desarrolló una investigación de enfoque cuantitativo con diseño cuasiexperimental de pretest y postest con grupo de control. La muestra censal estuvo conformada por 69 estudiantes, distribuidos en un grupo experimental de 35 participantes y un grupo de control de 34. Se aplicaron el Cuestionario Internacional de Actividad Física y la Escala de Autoestima de Rosenberg. La confiabilidad de los instrumentos fue determinada mediante el Alfa de Cronbach, con un valor de 0,837. Resultados: En el postest, el 77,1 % de los estudiantes del grupo experimental alcanzó un nivel alto de autoestima, frente al 35,3 % del grupo de control. La prueba U de Mann-Whitney evidenció diferencias estadísticamente significativas entre ambos grupos (U = 283,000; p < 0,05). Conclusiones: La actividad física influye significativamente en la autoestima de los estudiantes de educación primaria. Los resultados respaldan la incorporación sistemática de actividades físicas en el entorno escolar como estrategia para favorecer el bienestar emocional y la autovaloración infantil.
Introduction: Self-worth is a fundamental component of child well-being, and physical activity plays a key role in strengthening self-esteem during the school years. Objective: To determine the influence of physical activity on the self-esteem of students in the 5th cycle of primary education at the Educational Institution 1262, Vitarte, during 2022. Methodology: A quantitative research study was conducted using a quasi-experimental pretest-posttest design with a control group. The census sample consisted of 69 students, divided into an experimental group (n=35) and a control group (n=34). The International Physical Activity Questionnaire (IPAQ) and the Rosenberg Self-Esteem Scale (RSES) were administered. Instrument reliability was established using Cronbach's alpha, yielding a value of 0.837. Results: In the posttest, 77.1% of students in the experimental group achieved a high level of self-esteem, compared to 35.3% in the control group. The Mann-Whitney U test revealed statistically significant differences between both groups (U = 283.000; p < 0.05). Conclusions: Physical activity significantly influences the self-esteem of primary education students. These findings support the systematic integration of physical activities within the school environment as a strategy to foster emotional well-being and child self-worth.
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