Propuesta de ejercicios fisicos para desarrollar las capacidades fisicas coordinativas en estudiantes de educacion inicial

Abstract

The present study se focused on the development of a proposal for physical exercises to enhance coordinative abilities in Early Childhood Education students. The specific objectives were to identify exercises that contribute to coordinative development, determine physical exercises applied in physical education classes through fieldwork, and describe diagnostic tests for measuring coordinative physical abilities through literature review. The characterization of the study objects was based on physical exercises and coordinative abilities, allowing an understanding of their nature and importance in the motor development of young children. The adopted methodological approach was qualitative, using descriptive and analytical methods to obtain an accurate diagnosis of the current situation in the educational institution regarding coordinative abilities. Complementary approaches such as the synthetic method for thorough analysis were incorporated, and auxiliary methods like comparative and literature analysis were employed to enrich and support the collected information. For data collection, an interview with 8 questions was conducted with Physical Education teachers contributing their knowledge to the research. An observation guide with 14 evaluation criteria was implemented for Early Childhood Education students. Results indicated a lack of coordinative abilities among participants. While teachers demonstrated knowledge on the topic, its application was inconsistent, often prioritizing the development of other skills in physical education classes. To address this, a didactic guide was developed as a support tool for teachers. The didactic guide provides detailed guidance on incorporating specific exercises to improve coordinative abilities in students, focusing on motor coordination, spatial perception, and agility. Additionally, it was suggested that teachers seek training opportunities in identified areas of deficiency, promoting continuous professional development. This approach ensures educators stay updated with best practices and pedagogical approaches to foster comprehensive student development. Ultimately, systematic incorporation of didactic guides as complementary resources in educational program design was recommended. These resources would not only facilitate effective implementation of activities for proper development of coordinative abilities but also serve as assessment tools for monitoring student progress in these areas. In conclusion, the study not only identified areas for improvement in addressing coordinative abilities in Early Childhood Education students but also proposed concrete solutions in the form of a didactic guide.