GAMIFICATION IN PHYSICAL EDUCATION: A SYSTEMATIC ANALYSIS OF DOCUMENTARY SOURCES

A quality Physical Education must offer authentic, valuable and relevant motor experiences for people's lives. This requires that the teaching-learning processes be progressive and significant, with a clear formative orientation, supported by methodological strategies of a playful nature. It is necessary that these processes are connected to the current needs of young people and that it entails the creation of a broad and diverse motor baggage, transferable to their daily life and with positive effects on their health. Achieving these challenges requires reviewing the procedures with which you teach and learn. This article focuses on reviewing the state of the question on learning strategies in Physical Education, in particular on gamification, in order to understand their meaning and possible applications in school PE, as well as the impact on the process teaching-learning. In order to achieve this objective, a bibliometric analysis was carried out on the state of the matter, through the revision of different databases of restricted access and free access. The results show the consideration of new methodologies for the teaching of Physical Education, in which the game appears as an axis of interest in all educational areas. The study reveals the emergence of new or "reformed" ludic-motor methodological strategies such as gamification, being considered as a powerful tool for learning competencies.