Social Impact of Achievement in Physical Education
Abstract
This study analyzes the social impact of achievement in Physical Education through a systematization of experiences supported by a bibliometric analysis and a random-effects meta-analysis. Using the PRISMA protocol, a final sample of 99 high-ranking scientific articles was selected (60% in Scopus's Q1 quartiles). The bibliometric results reveal a thematic shift from the traditional curriculum to a transdisciplinary vision that integrates mental health, socioeconomics, and technological innovation, including generative artificial intelligence. The meta-analysis, conducted on 15 key studies (k=15), determined an overall effect size of 0.42 (95% CI: 0.37–0.47; p < .0001), confirming a moderate-to-strong positive correlation between achievement in the subject and the strengthening of the school's social fabric. However, the heterogeneity found (I² = 77.73%) underscores that the effectiveness of this impact is conditioned by the quality of the pedagogical intervention and the student's socioeconomic context. It is concluded that physical education, pedagogically structured under results-based models and student-centered pedagogies, acts as a social equalizer capable of transforming motor performance into a tool for inclusion, resilience, and active citizenship. The study highlights the need to redesign curricula to prioritize emotional well-being and interdependence as pillars of modern educational success.
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