Can gender condition the effects of a physical activity-based curriculum?
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The purpose of this paper was to examine in depth the influence of a curriculum based on physical activity (PA) in the physical-motor, cognitive and academic performance areas from a gender perspective. To this end, a systematic review was developed following the guidelines of the PRISMA statement. The search was carried out in Web of Science, PubMed and ERIC. The final selection was ten documents to which a content analysis was applied with Atlas.ti. The results confirmed that gender can be an influencing factor in the three study areas, depending on the variable analyzed and the relationship with other study factors. Although there was not a common trend across the board, a slightly more negative trend was found towards female students in academic performance. The student-centered approach, without high intensity or self-regulated intensity, and the varied, playful and non-competitive content seem to bring the benefits of PA-based interventions closer to both female and male students. It is concluded by highlighting that gender is a factor to be addressed in the future of this research problem.
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