Incidencia del juego como dispositivo lúdico para el desarrollo de las capacidades coordinativas y la participación en los procesos de enseñanza aprendizaje de la clase de educación física en los grupos de 1 a 3 de básica primaria del colegio Jordán de Sajonia.

Abstract

This research has different positions about game like a tool to enhance learning into the classroom, especially in physical education’s area and the development of coordination skills in primary education. For this reason, a documental review of different articles and authors are carried out to be able to define the categories of analysis. Based on this, a relational matrix was realized to find the differences and similarities between the categories. Through the analysis of this content, the elemental information arises to build the instruments to collect information, among which we find interviews and focus groups. The research was carried out at Colegio Jordan de Sajonia in Bogota with the groups of first to third of primary school, during the quarantine period for measures against Covid 19 in the period 2020-2. Two groups were considered for each grade, that is, two groups of first grade, two groups of second grade and two groups of third grade. For each grade, one group would be the control group guided for the school’s physical education teacher, and the other experimental group would be guided for one of the researches. The children were between six and eight years old, and the inclusion criteria for the study was based on being enrolled and active in school within one of these groups. For this reason, 130 children were included in the study, 61 girls and 69 boys. A four weeks program was initiated where play was used as a playful device, to encourage interest in the teaching learning process of the physical education class and to promote the development of the coordination skills, especially balance. Through the development of a pretest and posttest in which the capacity for dynamic and static balance was evaluated. The last one, allowed to discover if the development of this capacity is beneficial for the intervention of the three environments worked from the game as a playful device: jungle, an incredible Paradise, extraordinary circus and 5 adventure from another world. Through these fictional worlds the children were led to develop their static and dynamic balance with different motor tasks and situations that were presented to them while a story was told in which they were the protagonists. Likewise, an analysis of the interviews to the teachers and the students was made, to determine which were the changes evidenced after experiencing the pedagogic program based on the game as a playful device. After this, the results of the final equilibrium evaluation were analyzed, where the students of the experimental groups had an improvement in their balance, while the students of the control group maintained their initial values about this ability. The parameter in the classroom participation was evaluated through the teacher’s perspectives and the record in the field diary made by the researchers. The teachers state that the children’s participation and the motivation increased significantly during the program implementation, which they found very favorable to the development of future classes. Finally, with all the positive results obtained, an informative and educative video is made for all physical education’s teachers, through this they can learn the importance to implement the game like a playful device in the classroom and, in the same way, they will have the program model for its implementation in other educational settings.