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Cómo los adolescentes con diabetes tipo 1 experimentan la educación física en la escuela secundaria: un estudio
Isabelle Joing1, Gaëlle Marais2, Aurore Huchez2
1Univ. Lille, Univ. Artois, Univ. Littoral Côte d'Opale, ULR 7369 - URePSSS - Unité de Recherche Pluridisciplinaire Sport Santé Société, F-59000, Lille, France. isabelle.joing@univ-lille.fr.
Diabetologia
|January 6, 2026
Resumen
Los adolescentes con diabetes tipo 1 desean una participación equitativa en la educación física (EF), necesitando el apoyo del profesor para el control de la glucosa. Buscan ajustes discretos para las necesidades de la diabetes, no miedo a la hipoglucemia, para mejorar la participación en la EF.
Área de la Ciencia:
- Endocrinología Pediátrica
- Salud del Adolescente
- Investigación en Educación Física
Sus antecedentes:
- La educación física (EF) es crucial para la actividad física de los adolescentes, sin embargo, su papel para aquellos con diabetes tipo 1 está poco estudiado.
- Los datos existentes sobre la inclusión de la diabetes tipo 1 en la EF se basan en entrevistas a profesores, careciendo de perspectivas de los adolescentes.
Objetivo del estudio:
- Explorar las experiencias en primera persona de los adolescentes con diabetes tipo 1 en la EF de la escuela secundaria.
- Comprender cómo los entornos de EF impactan la participación y el bienestar psicológico de los adolescentes.
Principales métodos:
- Estudio cualitativo centrado en el niño que utiliza la teoría fundamentada.
- Se realizaron entrevistas semiestructuradas con 25 adolescentes (de 11 a 15 años) diagnosticados con diabetes tipo 1.
Principales resultados:
- Las experiencias de EF de los adolescentes dependen de una participación equitativa y equilibrada, el reconocimiento de las necesidades de la diabetes y el apoyo discreto para el control de la glucosa.
- El miedo a la hipoglucemia no fue una barrera; los adolescentes deseaban más apoyo del profesor y menos precauciones excesivas.
- Los estudiantes abogaron por la participación equitativa, ajustes mínimos para la hipoglucemia y diseños discretos de las bombas de insulina.
Conclusiones:
- Los profesores desempeñan un papel vital; la educación sobre la autorregulación del esfuerzo físico en función de los niveles de glucosa está poco desarrollada.
- Se proponen recomendaciones prácticas para mejorar las experiencias de EF de los adolescentes con diabetes tipo 1.
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