Carrera de Pedagogía de la Actividad Física y Deporte
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Item Actividades ludo recreativas en la autoestima de los estudiantes educación general básica elemental(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-21) Masaquiza Masaquiza Alex Edwin; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research addresses the issue of low self-esteem levels among adolescents, specifically second-year high school students at "Capitán Giovanni Calles" Educational Unit. The main objective was to promote recreational activities to improve students' self-esteem. A quasi-experimental design with an applied approach and longitudinal cut was used. The population consisted of 30 students, who participated in an intervention based on recreational activities. The Rosenberg Self-Esteem Scale, a validated and standardized instrument, was applied to assess self-esteem levels before and after the intervention. Data were analyzed using SPSS software, applying non-parametric tests like Wilcoxon due to the non-normal distribution of the data. The results indicated a significant improvement in self-esteem, with students shifting from low levels (median = 1) in the pretest to high levels (median = 3) in the posttest. All participants experienced significant increases. The conclusions emphasize the effectiveness of recreational activities in strengthening self-esteem and promoting social skills such as teamwork and collaboration. This study provides evidence supporting the inclusion of recreational dynamics in educational curricula as a tool to enhance adolescents' socio-emotional well-being.Item Juegos cooperativos en las habilidades sociales en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-21) Moreira Verdezoto Jefferson Romario; Medina Paredes Segundo Víctor; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research explores the influence of cooperative games on the development of social skills (such as communication, teamwork, empathy, and inclusion) in middle school students at "Juan Pablo II" Educational Unit, located in the city of Ambato, during the academic period from September 2024 to February 2025. This topic is significant due to its contribution to students' social and emotional development, fostering positive interactions, collaborative work, and a culture of equity within the school environment. The main objective of the study was to analyse how cooperative games impact the strengthening of social skills. A quantitative approach was employed, using a preexperimental, longitudinal, and field-based design, complemented by analyticalsynthetic methods and the Student's t-test, with a significance level of P≤0.05. Initially, students' social skills were assessed using the EHS Test, identifying deficiencies in key areas: effective communication (mean score of 2.4), teamwork (3.1), empathy (2.7), and inclusion (2.9). Subsequently, an intervention based on cooperative games was implemented, designed to foster group interaction and cohesion among participants. At the end of the intervention period, the results showed significant improvement in all evaluated areas. In effective communication, students achieved a mean score of 4.5 (high level), in teamwork 4.7 (high level), in empathy 4.2 (medium-high level), and in inclusion 4.8 (high level). These improvements demonstrate that cooperative games are an effective pedagogical strategy for enhancing social skills. Moreover, the implementation of these activities promoted a dynamic and motivating learning environment, where students actively participated and developed key social competencies. This approach not only improved social skills but also created an inclusive and respectful space where every student could contribute individually. In conclusion, cooperative games are an integral educational tool that strengthens students' social skills while fostering positive attitudes and meaningful learning. Their application in the classroom contributes to the holistic development of children, promoting healthy interpersonal relationships, inclusion, and a values-based education.Item Juegos cooperativos en las habilidades sociales en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-21) Moreira Verdezoto Jefferson Romario; Medina Paredes Segundo Víctor; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research explores the influence of cooperative games on the development of social skills (such as communication, teamwork, empathy, and inclusion) in middle school students at "Juan Pablo II" Educational Unit, located in the city of Ambato, during the academic period from September 2024 to February 2025. This topic is significant due to its contribution to students' social and emotional development, fostering positive interactions, collaborative work, and a culture of equity within the school environment. The main objective of the study was to analyse how cooperative games impact the strengthening of social skills. A quantitative approach was employed, using a preexperimental, longitudinal, and field-based design, complemented by analyticalsynthetic methods and the Student's t-test, with a significance level of P≤0.05. Initially, students' social skills were assessed using the EHS Test, identifying deficiencies in key areas: effective communication (mean score of 2.4), teamwork (3.1), empathy (2.7), and inclusion (2.9). Subsequently, an intervention based on cooperative games was implemented, designed to foster group interaction and cohesion among participants. At the end of the intervention period, the results showed significant improvement in all evaluated areas. In effective communication, students achieved a mean score of 4.5 (high level), in teamwork 4.7 (high level), in empathy 4.2 (medium-high level), and in inclusion 4.8 (high level). These improvements demonstrate that cooperative games are an effective pedagogical strategy for enhancing social skills. Moreover, the implementation of these activities promoted a dynamic and motivating learning environment, where students actively participated and developed key social competencies. This approach not only improved social skills but also created an inclusive and respectful space where every student could contribute individually. In conclusion, cooperative games are an integral educational tool that strengthens students' social skills while fostering positive attitudes and meaningful learning. Their application in the classroom contributes to the holistic development of children, promoting healthy interpersonal relationships, inclusion, and a values-based education.Item Bailoterapia en el estado emocional en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Rivera Núñez Josué Damián; Castro Acosta Washington Ernesto; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThe purpose of the present study was to determine the influence of dance therapy on the emotional state of students of the General Basic Secondary Education of the El Oro Educational Unit. The research design was quantitative, using an intervention with a pre-experimental design and explanatory scope, based on the collection of field data and cross-sectional. The sample consisted of 40 students from 10 to 11 years old, belonging to the seventh parallel year “A and B”. For data collection, a survey and the DASS-21 scale were used, which is validated to diagnose the emotional state in the context of dance therapy in Physical Education classes. The results obtained during the pre-intervention showed a significant improvement in the POST intervention period, with a statistical significance level of P≤0.05, which validated the effectiveness of the proposal. The analysis of the DASS-21 scale applied to the students indicated that there were positive changes in their emotional state, confirming the effectiveness of the intervention.Item Motivación en la clase de educación física en estudiantes de educación general básica superior(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Quispe Benalcázar Steven Paul; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteEn resumen, el presente trabajo investigativo tuvo como objetivo Determinar la incidencia de las clases de educación física en la motivación de los estudiantes en estudiantes de educación básica superior de la Unidad Educativa 17 abril, para determinar la relación entre las dos variables de nuestra investigación se ejecutó un enfoque cuantitativo, aplicando una intervención de diseño, descriptiva, correlacional, estos métodos nos permitieron recolectar y a las vez analizar datos obtenidos, por ende, nos permite sustentar de manera efectiva nuestro trabajo investigativo. Para este proceso se utilizó el test de EMPA, este instrumento de evaluación nos permitió observar cómo se encontraba el nivel de motivación global de los 44 estudiantes de la Unidad Educativa 17 de abril en básica superior, posterior a ello, se realizó un plan de clase en el cual el objetivo fue implementar el uso de la tecnología en las clases de educación de los estudiantes para poder mejorar el nivel de motivación en los mismos, por medio de varias actividades planificadas para así poder analizar la relación que existe entre las variables por medio del programa SPSS versión 25 el cual nos permitió la interpretación de los resultados obtenidos durante el proceso investigativo, evidenciando una mejoría en el periodo POST-intervención, lo cual es respaldado por una significación estadística en un nivel de P ≤0,05 denotando la validez de la propuesta planteada.Item Danza folclórica en la psicomotricidad en estudiantes de educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Villagrán Poaquiza Erika Belén; Mocha Bonilla Julio Alfonso; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteFolk dance is a rich cultural expression that not only promotes national identity but also plays a crucial role in the psychomotor development of students. This executive summary examines the importance of integrating folk dance into the physical education curriculum at Unidad Educativa Bolívar, highlighting its benefits for psychomotricity. Objectives General Objective: Evaluate psychomotricity in students of Basic General Education at Unidad Educativa Bolívar. Specific Objective 2: Implement a Folk Dance program for students of Basic General Education at Unidad Educativa Bolívar. Specific Objective 3: Verify the level of psychomotricity in students before and after the implementation of the Folk Dance program at Unidad Educativa Bolívar. xiv Background Psychomotricity refers to the relationship between motor development and psychological development. In the educational context, activities such as folk dance can help students improve their coordination, balance, and social skills while connecting with their cultural heritage. Key Points Psychomotor Benefits: The practice of folk dance enhances coordination, balance, and body expression in students. Social and Emotional Development: Participating in group dances promotes teamwork, empathy, and self-esteem. Cultural Integration: Folk dance allows students to explore and appreciate their culture, strengthening their identity. Didactic Methodology: It is suggested to implement workshops and regular folk dance classes in the school curriculum. Conclusion and Recommendations Integrating folk dance into the physical education program at Unidad Educativa Bolívar will not only enrich the psychomotor development of students but also foster a sense of community and belonging. It is recommended to conduct periodic workshops and presentations to engage the school community and celebrate cultural diversity.Item Expresión corporal en la coordinación óculomanual en escolares de educación general básica preparatoria(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Caizabanda Jerez Alex Wilmer; Medina Paredes Segundo Víctor; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThe present study aims to implement a guide of playful and expressive activities to improve eye-hand coordination in students of preparatory general basic education at the José Ignacio Ordoñez Educational Unit. The research followed a quantitative approach with a quasi-experimental design, including the application of a pretest and posttest to assess student performance. The Purdue Pegboard test was used as the measurement instrument, allowing for the diagnosis and analysis of improvements in eye-hand coordination after the intervention. The results showed a significant improvement in the motor skills of the students: while 95.8% were at a medium level in the pretest, 75% reached a high level in the posttest. This demonstrates the effectiveness of the implemented activity guide, which included dynamics such as threading beads, ball games, cutting exercises, and painting activities. It is concluded that playful and expressive activities are effective pedagogical tools for enhancing eye-hand coordination, facilitating not only motor development but also improving students' concentration, precision, and active participation. Continuous implementation of these interventions in the educational context and ongoing teacher training in methodologies that integrate play and motor learning are recommended.Item Gamificación en el ecuavoley en la motivación en estudiantes de bachillerato general unificado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Játiva Rosero Wilson Gonzalo; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThe study addresses the implementation of gamification in ecuavoley as a pedagogical strategy to increase academic motivation in students of the Unified General Baccalaureate (BGU). The research focuses on how this traditional Ecuadorian sport, combined with game elements, can positively influence learning, physical and social development, and group cohesion. Gamification, defined as the integration of playful elements into non-game activities, includes strategies such as points, levels, badges, and leaderboards. These dynamics foster students' intrinsic and extrinsic motivation, enhancing their interest, participation, and performance both academically and athletically. Through ecuavoley, students develop technical skills, strengthen their interpersonal intelligence, and improve their ability to collaborate and solve problems as a team. The study employs the Motivational Assessment Questionnaire for the Learning Process (EMPA) to measure motivation levels before and after the implementation of gamified strategies. The results demonstrate a significant increase in students' motivation upon incorporating these dynamics, highlighting the effectiveness of this approach in improving academic and athletic engagement. Furthermore, the cultural significance of ecuavoley is emphasized, reinforcing national identity and connecting new generations to their roots. This sport, adapted to the educational context through gamification, not only enhances motor skills and physical performance but also fosters healthy competition and teamwork, essential for students' holistic development. In conclusion, gamification applied to ecuavoley emerges as an innovative and effective tool in the educational field, motivating students to actively participate and overcome challenges while integrating cultural and pedagogical elements that enhance learning and social developmentItem Resistencia en la capacidad aeróbica de los estudiantes de tercero de bachillerato general unificado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Moya Lascano Daniel Alexander; Villalba Garzón Gabriela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research addresses endurance in aerobic capacity among third-year Unified General High School students at Unidad Educativa Rumiñahui. The study is relevant because endurance and aerobic capacity are not only physical skills but also mental abilities, directly influencing individuals' quality of life by improving their overall health and well-being. The main objective of the research was to determine the impact of endurance on aerobic capacity through the implementation of a structured program. The methodology used was a quantitative approach with a pre-experimental, fieldbased, longitudinal, and analytical-synthetic design, utilizing the hypotheticaldeductive and comparative method to assess the relationship between the endurance program and the improvement of aerobic capacity. The main results showed significant improvements. The Wilcoxon statistical test demonstrated that the p-value < 0.05, allowing for the rejection of the null hypothesis and confirming the alternate hypothesis: endurance positively influences students' aerobic capacity. Initially, 68.3% of students exhibited a "regular" level of aerobic capacity, and 5% had a "poor" level, findings consistent with those of Chaparro Jaimes et al. (2020), who noted that adolescents generally present low initial aerobic capacity. After implementing the endurance program, 35% of students achieved an "excellent" level in the post-test, showing significant improvement. Additionally, it was observed that 22 students improved their aerobic capacity without any regressions. This result aligns with findings by Casas et al. (2015) and Simon Gavanda et al. (2022), who highlight the effectiveness of structured programs in enhancing aerobic capacity and their positive impact on quality of life. In conclusion, the research demonstrates that a well-designed endurance program significantly improves adolescents' aerobic capacity. These findings provide relevant evidence to promote similar programs within school settings, contributing not only to physical development but also to students' overall health. The study underscores the need to implement educational strategies that encourage regular physical activity, thereby improving aerobic capacity and, consequently, the quality of life of adolescents.Item Actividades predeportivas en la velocidad en estudiantes de bachillerato general unificado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Bastidas López Anthony Alexander; Sailema Torres Ángel Anibal; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThis research aims to determine the impact of pre-sports activities on the speed of high school students at the Unidad Educative Rumiñahui. The study addresses the need to implement dynamic and playful strategies that enhance the development of essential physical skills such as speed, fundamental to the comprehensive education of young people. A quantitative approach was employed, utilizing a pre-experimental, longitudinal, and field design, along with analytical-synthetic, hypothetical-deductive, and comparative methods. The study evaluated 61 students using the 10x5 and 50-meter Eurofit battery tests at two stages: before and after implementing a pre-sports activity program. The data were analyzed using the T-test with a significance level of p≤0.05. The results showed significant improvement in participants' speed. In the 10x5 test, the average time decreased from 23.04 seconds in the pre-test to 19.55 seconds in the post-test, reflecting progress in agility. In the 50-meter test, the average improved from 8.70 seconds to 7.26 seconds, demonstrating an increase in displacement speed. These improvements highlight the positive impact of the pre-sports activity program and validate the research hypothesis. Regarding the conclusions, the program not only improved students' speed and agility but also contributed to the development of key values such as discipline, teamwork, and respect, fostering a positive and collaborative learning environment. The findings align with previous studies, such as those by Haugen and Buchheit (2016) and Vescovi and McGuigan (2008), which emphasize the effectiveness of planned interventions in enhancing specific motor skills. Finally, the study demonstrates that pre-sports activities are an effective and adaptable tool in physical education, combining playful and progressive approaches that motivate active student participation. These results underline the importance of incorporating structured programs into the curriculum to improve physical performance and the comprehensive development of young people in educational contexts.