Aportes a las clases de educación física del grado noveno en el IED Santa Bárbara desde la caracterización Lúdico Praxiología de las acciones motrices que emergen de las experiencias de ocio y recreación.
Fecha
2020-07-23Registro en:
Topa, J. (2020) Aportes a las clases de educación física del grado noveno en el IED Santa Bárbara desde la caracterización Lúdico Praxiología de las acciones motrices que emergen de las experiencias de ocio y recreación. (tesis de maestría). Universidad Santo Tomás, Bogotá, Colombia.
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
Autor
Topa Mateus, Jose Luis
Institución
Resumen
ABSTRACT
The present research work is an initiative to address academically the space of
Physical Education classes as a way of promoting healthy living habits as well as a
processes based on ludic, games and more active and reflective participation by students
of Santa Barbara School I.E.D. The interest arose due to the lack of ludic in the
components of leisure and recreation in the teaching- learning process headed directly
by the teacher in terms of pedagogy, means and methods. This is why it was necessary
to focus this study on the analysis of the ludic dimension and the praxiology as research
variables, taking the play as the main element of pedagogical execution. The data
collection was key and pertinent when studying the motor experiences that emerged
from each of the activities proposed by the teacher. A field diary was used as the main
instrument paired with the researcher's observation as the technique to analyze each one
of the subcategories in this project. A participatory mapping was also taken as second
element of information analysis which was developed and socialized by the students
based on the experiences that emerged from their participation in the games. The
significant findings of this research showed that the experiences of leisure and recreation
are essential pedagogical elements that the teacher must consider when applying
methodologies based on ludic and games as a teaching strategy. Furthermore, it was
possible to characterize the students' motor actions by means of praxiology and the ludic
dimension. In this way, the Physical Education subject had a meaningful impact to
further development of new pedagogical and methodological components.
Key words: Physical Education, recreation, leisure, ludic dimension, praxiology.