Fomentar la responsabilidad en los jóvenes a través de la práctica de actividad físico-deportiva podría favorecer la adherencia al ejercicio físico. Con ello, se pretende extrapolar el comportamiento responsable generado en el ámbito físico-deportivo al contexto global. Así pues, el objetivo del estudio fue proponer un programa de intervención en responsabilidad (PIRAFD) a partir de una amplia revisión sobre el desarrollo de la responsabilidad personal y social en la actividad físico-deportiva. Para ello, se consultaron las bases Science Direct, Sport Discus, Scopus, Psycoinfo, Isi web of Knowledge, Medline y TPSR Alliance. Se realizó, en primer lugar, un análisis de las diferentes líneas de investigaciones existentes, así como de los instrumentos desarrollados para la evaluación de la responsabilidad en el ámbito de la educación física y el deporte. A partir de este análisis, se realizó una propuesta de intervención para promover en los practicantes la responsabilidad personal y social, y lograr consecuencias positivas para su desarrollo moral, psicosocial y para una educación en valores.

Abstract

Promote responsibility in young people through the practice of exercise regularly could promote adherence to exercise. This is intended to extrapolate responsible behavior generated in the physical-sport global context. Thus, the objective was to propose an intervention program accountability (PIRAFD) from an extensive revision on the development of personal and social responsibility in the exercise regularly. To this end, the bases were consulted Science Direct, Sport Discus, Scopus, Psycoinfo, ISI Web of Knowledge, Medline and TPSR Alliance. Was conducted, first, an analysis of the different lines of existing research, as well as instruments developed for assessment of liability in the field of physical education and sport. From this analysis, we made ​​a proposal for intervention on practitioners to promote personal and social responsibility, and achieve positive consequences for their moral, psychological and values ​​education.

http://dx.doi.org/10.5232/ricyde2012.02902

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