Resumen
En el proceso de adquisición de destrezas motrices la práctica es un elemento fundamental por que facilita el aprendizaje; esta práctica puede ser de dos tipos: física o mental. El objetivo del presente estudio fue determinar el tamaño de efecto de la práctica física (PF), práctica mental (PM) y la práctica combinada (PC) a lo largo del proceso de adquisición y retención en el desempeño de las destrezas motrices, utilizando el enfoque meta-analítico y el análisis de posibles variables moderadoras. Se utilizó el modelo de efectos aleatorios para calcular el tamaño de efecto (TE). Se incluyeron 24 estudios y se obtuvo un total de 150 TE, separados en cuatro grupos. En la fase de adquisición se encontró que la PF (TE = 1.75; n = 36; IC = 0.96,3.55; Q = 113; I2 = 92%), la PM (TE = 0.80; n = 36; IC = 0.50,1.09; Q = 108; I 2= 74%) y la PC (TE = 1.78; n = 22; IC = 1.39,2.18; Q = 167; I2 = 79%) mejoraron su desempeño; además, el grupo control (GC) mejoró el desempeño en la adquisición (TE = 0.18; n = 22; IC = 0.02,0.35; Q = 19; I 2= 0%). Una metarregresión indicó que solo la práctica física, mental y combinada predicen significativamente el TE. En la fase de retención, ni la PF (TE = -0.97; n = 9; IC = -0.41,0.02; Q = 12; I2 = 29%), la PM (TE = 0.62; n = 6; IC = -0.19,1.45; Q = 22; I2 = 83%), la PC (TE = -0.01; n = 14; IC = -0.26,0.25; Q = 23; I2 = 46%), ni el GC (TE = -0.15; n = 5; IC = -0.75,0.44; Q = 11; I2 = 66%) presentaron un cambio significativo. Se analizaron las posibles variables moderadoras. Los resultados sugieren que los tres tipos de práctica mejoran en el desempeño en la fase de adquisición; mientras que, en la etapa de retención, favorecen a mantener lo aprendido. La PM, no reemplaza la PF; no obstante, bajo algunas condiciones, se puede complementar la PF con PM.
Citas
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Derechos de autor 2022 Judith Jiménez Díaz, María Morera-Castro, Karla Chaves-Castro, Priscilla Portuguez-Molina, Gerardo Araya-Vargas, Walter Salazar