La competencia de las habilidades motrices en la educación infantil

  1. Pablo García-Marín 1
  2. Natalia Fernández-López 1
  1. 1 Facultad de Formación del Profesorado, Universidad de Santiago de Compostela, España.
Revista:
Apunts: Educación física y deportes

ISSN: 2014-0983

Ano de publicación: 2020

Número: 141

Páxinas: 21-32

Tipo: Artigo

DOI: 10.5672/APUNTS.2014-0983.ES.(2020/3).141.03 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Apunts: Educación física y deportes

Resumo

El objetivo del estudio fue analizar la competencia en las habilidades motrices básicas de preescolares gallegos. Se utilizó un diseño ex post-facto descriptivo. La muestra estuvo compuesta por 80 participantes (68,2 ± 4,0 meses) de tres escuelas públicas gallegas. Las habilidades motrices fueron evaluadas con el Test del Desarrollo Motor Grueso, 2ª edición (TGMD-2). La puntuación alcanzada en el coeficiente motor grueso fue de 93,3 ± 13,1 (percentil 37,3 ± 25,9), en la escala de las habilidades locomotrices de 9,2 ± 2,3 (percentil 41,7 ± 23,5) y en la de las habilidades manipulativas de 8,6 ± 2,5 (percentil 36,1 ± 24,7). En la comparación por género, se encontraron diferencias en batear (masculino: 6,3 ± 2,0; femenino: 4,9 ± 2,2; p = ,004) y botar (masculino: 4,3 ± 1,8; femenino: 2,9 ± 2,3; p = ,003). El análisis cualitativo permitió identificar los criterios de rendimiento más difíciles de dominar por los preescolares de la muestra. En las habilidades locomotrices el peor rendimiento se obtuvo en la flexión de la pierna que no apoya en correr. En las habilidades manipulativas fue en la posición de las manos al agarrar el bate. En conclusión, la competencia en las habilidades motrices básicas de los preescolares debe mejorarse optimizando los procesos de enseñanza-aprendizaje

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