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.

Abstract

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.