Wushu in School Physical Education
Systematic Review on Its Pedagogical Potential
DOI:
https://doi.org/10.22456/1982-8918.148256Keywords:
Wushu, School Physical Education, Pedagogical Intervention, Martial ArtsAbstract
This systematic review analyzed the scientific literature on the use of Wushu as a pedagogical tool in school physical education. The search was conducted in the Scopus, Web of Science, and Scielo Brasil databases, following the PRISMA guidelines. Initially, 129 studies were identified, of which five fully met the inclusion criteria. The synthesis revealed psychosocial, motor, and cognitive benefits associated with the practice of Wushu, highlighting its formative potential. However, the literature remains concentrated in East Asia, with a predominance of studies with small samples, a lack of control over relevant variables, and a predominant use of subjective measures. It is concluded that Wushu has significant pedagogical potential, but its implementation requires cultural and curricular adaptations, as well as greater methodological rigor in future investigations. Expanding the geographical and methodological scope is recommended to consolidate more robust and applicable evidence in diverse educational contexts.
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