Método lúdico en el desarrollo de la agilidad en estudiantes de educación general básica media

Abstract

The purpose of this study was to determine the incidence of the play method in the development of agility in students in the sixth year of General Basic Secondary Education at the Unidad Educativa Particular Jerusalén. Using a quantitative approach and a pre-experimental design, we worked with a sample of 21 students, applying the agility T-test before and after a six-week play intervention. The methodology used integrated dynamic strategies based on games to strengthen both motor and cognitive skills. The results showed significant improvements in agility levels. Initially, most of the students were at ‘very low’ and ‘low’ levels according to the T-test scales. After the intervention, more than 60% of the participants moved up to higher levels such as ‘average’, “good” and even ‘excellent’, reflecting a positive evolution in their ability to perform fast and coordinated movements. Statistical analysis using the Wilcoxon test confirmed significant differences between pre and post measurements (p < 0.05), validating the alternative hypothesis. The conclusions support that the playful method has a positive impact on students' motor agility, promoting meaningful, participatory and enjoyable learning. Furthermore, the importance of incorporating playful approaches in physical education classes to improve motor performance and stimulate integral development from an early age is highlighted, highlighting the need for an active pedagogy that is contextualised to current school realities.