Estrategias para la enseñanza del fútbol en las clases de educación física en las edades de 10 a 12 años.

Abstract

The present research work is based on methodological strategies for teaching soccer in Physical Education classes for elementary school students. These strategies are essential for the development of physical skills, strengthening the control and handling of the ball on the playing field, and significantly contributing to the overall growth of the students. In relation to the problem statement, two research variables have been identified: the independent variable is "Strategies for teaching soccer," and the dependent variable is "Ages 10 to 12 years." Considering the general objective, it is aimed at determining the most effective strategies for teaching soccer through practical activities for students aged 10 to 12, specifically at the “Ciudad de Pasaje” Elementary School during the 2023-2024 period. This general objective is broken down into several specific objectives, including the identification of the causes and consequences of the implemented strategies, as well as the evaluation of their impact on the students' performance and development. This approach is made in consideration of the expected results from the conclusions and recommendations that may arise, in order to enhance and optimize the strategies currently used in Physical Education classes, offering comprehensive training to the students. In the educational field, it is crucial that methodological strategies not only focus on the technical teaching of the sport but also on the development of social values and competencies. Consequently, this study adopts a qualitative approach, as it focuses on the characteristics and attributes as a whole to describe, understand, and better explain the facts and actions within the studied social group. This qualitative approach allows for a deep understanding of the experiences and perceptions of both students and teachers, offering a holistic view of the effectiveness of the soccer teaching strategies. The qualitative approach is particularly suitable in this context because it deals with exploring the qualities and characteristics of methodological strategies and their impact on students. Through interviews, observations, and analysis of experiences, a detailed and comprehensive view can be obtained of how different strategies affect the students' learning and development. In addition to qualitative methods, tools such as surveys and questionnaires can be used to collect data on the students' perception and satisfaction with the teaching strategies used. This combination of qualitative and quantitative methods allows for data triangulation, which can provide a more complete and robust view of the effectiveness of the implemented pedagogical strategies. Methodological strategies for teaching soccer must be designed to be inclusive and adaptive, considering the individual differences of students in terms of skills, interests, and levels of development. Among the most effective strategies are games and specific exercises, which are designed to improve technical skills such as dribbling, passing, and shooting. In conclusion, this study aims to identify and optimize methodological strategies for teaching soccer, providing comprehensive training.