Fundamentación de habilidad motriz básica y perceptivas en niños de la básica elemental comprendido entre los 6- 8 años.

Abstract

The present research work is focused on the teaching competencies that contribute to the motor development of fourth-grade Basic Education students. The central objective of the study is to analyze the teacher's competencies in the motor development of children in elementary basic education at Luis Amando Ugarte School. The complementary objectives that will help achieve the proposed goal are: to identify the competencies that the teacher must attain to influence the motor development of elementary basic education children, to identify the teaching-learning process applied by the teacher to affect the motor development of elementary basic education children; and to contribute to the improvement of the teacher's competencies to influence motor development through a training program aimed at teacher updating. The information obtained is based on a mixed research approach with a descriptive character for the diagnosis of Luis Amando Ugarte Lemus School in relation to teaching competencies to strengthen motor development. The study sample included three Physical Education teachers representing sections A, B, and C, as well as fourth-grade Basic General Education students. The instruments used were an observation guide, a survey to evaluate statistical data, and an interview for qualitative information; these instruments were developed using the Likert scale to facilitate the collection of attitudes and opinions from those involved, establishing a range of values. The analysis of the survey results applied to the students shows that the teaching competencies for motor development are not effective, demonstrating the need to implement an integrative proposal aimed at generating a training program for teacher updating. The proposal includes an instructional guide of activities that can be implemented to promote motor development, following a sequence of skill and ability development consistent with the students' evolutionary age. The proposal consisted of four implementation phases, the first phase detailed the training aimed at teacher updating and the contents to be delivered, the second phase involved the process of socializing the training plan and coordinating with the school authorities, the third phase included the adaptation of recreational and sports activities to allow the formation and development of motor skills, and the final phase covered the training of the institution's teaching staff, the activity schedule, logistical resources, and the presentation of a guide for physical and recreational activities to guide teachers in pedagogical proposals for strengthening motor development.