The present research was developed based on the
investigative antecedents that arise from the inquiry, review and analysis of
works carried out, related to the topic of study; in this sense, some related
works are presented.
A study conducted by Cando (2022), entitled (Pursuit games
in the motor coordination in schoolchildren of General Basic Middle Education),
for the research to be carried out, the hypothetical-deductive method has been
used, on the other hand (Bonilla, 2018) mentions that the teaching - learning
process in Physical Education classes is important the application of games
with the aim of generating motor development. In the teaching process it is
concluded that it is necessary to have stimulators that have the necessary
implements and instruments so that they can be applied at the time of
performing the different games, therefore, a basic guide is presented for an
effective development, resulting in sociable and interactive children, so that
they develop their motor skills according to their age (Bernate, 2021).
The study carried out by Paredes (2022), entitled (Didactic
strategies in the motivation towards percussion games in students of General
Basic Education), for the research process, a survey of information was carried
out, using the hypothetical-deductive method, which was useful for the
acceptance of the hypothesis proposed. With this, the author concludes that
once the data collection has been carried out, the value of the motivation
towards percussion games is observed, where the practice of the different types
of games helps in the ludic activity as a fun process (Acosta, 2023).
Another study has been written by (Lopez, 2018) entitled
("Traditional games in the development of gross motor skills in children
aged 3 to 4 years"), the aforementioned research has been developed in a
descriptive way showing in this way an analysis of how gross motor skills have
been developed according to actual application of traditional games, It is
concluded that motor skills are part of the educational process where the child
and the teacher intervene, generating experience in a significant way, which
helps to develop the motor reaction capacity, therefore, these activities
should be planned and structured so that they can be carried out and help the children
in their learning.
On the other hand, Calucho (2022), whose study entitled
"Pursuit games in gross motor skills in early education
schoolchildren", the study presented by the author has been developed in a
descriptive way where he shows the relevance of percussion games in the
development of motor skills through physical culture classes, for which
different types of percussion games have been used. The author applied a test
named 3JS which helps to measure motor skills during the PRE AND POST intervention
periods, for which a quantitative approach has been used to collect all
relevant information, and also conducted a field research, whose study period
was face-to-face, which helped to create direct links with students in order to
perform the various percussion games (Moyano, 2022).
The study conducted by Villacorte (2022), entitled "The
jumping in the reaction speed in the physical education class in high school
students", the research topic had a qualitative approach because an
analysis was made between each of the results that yielded the tests that were
conducted by the author and quantitative by the fact that the Abalakov test and
the Litwin test with a rating scale were used. This leads to the author's
conclusion that it is important and fundamental to take interest in the fact
that from an early age various motor actions are developed, such as grasping,
releasing, catching, jumping, among others, being developed by the stimuli that
are transmitted in the different stages of the development of life, but it has
greater influence by the professionals who teach physical education and sport.
(Rodríguez, 2023).
Pursuit games in the development of children, support a
remarkable improvement in their daily activities, as it contributes in motor
skills Platonov (2019), in addition to the "coordination of sight, touch,
movements, gestures and phonetics serve as a basis for artistic activities such
as modeling, painting, sculpting, playing instruments, theatrical expression or
learning and performance of trades such as watchmaker, painter or surgeon"
(p.59).
After reviewing the literature related to motor development,
it can be mentioned that it refers to the changes produced over time in the
motor behavior that reflects the interaction of the human organism with the
environment. This is part of the total process of human development, having
great influence on the overall development of the child, especially in the
initial period of his or her life (Pedraza & Sánchez, 2018).
As has been seen, this continuous process of development of
motor skills occurs in varying degrees over the months and years, and can be
explained by the increase in capacity that accompanies the growth and
development of the individual, as well as by that natural, undirected process
that occurs by imitation, trial and error, i.e., freedom of movement. This
progress is more or less independent of the facilitating attitude. Anyway, a
facilitating attitude, as the case may be demonstrates a great deal of
evidence, provides the opportunity to learn motor skills earlier than usual
with respect to their age (Chambilla, 2016).
Thus, it is very important to support this natural process,
if it is not performed correctly there is a risk of losing the opportunity for
higher order progress due to lack of optimal development in basic motor skills
(Camacho, 2022).
The manipulation and control of the circumstances that
influence motor development and the acquisition of motor skills is called
"intervention". Its main objective is to avoid the delay of motor skills
by trying to adjust the progress to the right moment in which the child is able
to improve, based on his or her development (which, although "marked"
stages or stages within the child's development vary according to each specific
child). The main problem of intervention and enrichment consists of determining
what stimuli, in what proportion and at what time would be the propitious
moment to offer them with the objective of optimal motor development (Rioja,
2017).
Motor development is considered as a sequential and dynamic
process that occurs throughout childhood, through which humans acquire a large
number of motor skills aimed at achieving physical and functional independence
while the maturation of the nervous system occurs (Matos, 2021)
The development of
motor skills is acquired as the central nervous system matures during the first
years of life and is influenced by the factors discussed above through
interaction with people, objects and environments, which can be seen on the
basis of certain motor behaviors related to chronological age (Tamayo Giraldo
& Restrepo Soto, 2017).
It should be taken into account that within the typical psychomotor
development according to age there may be large variations that may not only be
due to the inability to perform certain motor skills themselves, but also with
some other factor of the environment for which the child is not developing it,
such as lack of motivation, education or preferences for staying in some
posture most of the day and not wanting to make postural changes. Therefore,
Cabazuelo, 2016 states that development is not linear in all cases and the new
changes that occur in the skills may be qualitative or quantitative.
It is known as reaction to the results of a certain action. This word
is conceived as a resistance, contrary or opposing force to something. It is
also the way in which an object or individual behaves in response to a specific
stimulus.
The ability to react is especially important in all sports
competitions, martial arts and in sports disciplines of maximum intensity and
speed (speed disciplines, running, ski jumping) (Häfelinger & Schuba 2019).
Motor responses to unexpected stimuli are understood as the ability to
quickly initiate and perform short, advantageous motor movements at appropriate
speeds that correspond to visual, auditory, tactile or kinesthetic stimuli, and
to respond to stimuli in the surrounding environment as: Speed and accuracy in
making responses to received stimuli. The correct physical behavior for the
corresponding motor behavior. The preparation of the sense organs for more
complex or precise tasks, according to (Bonilla, 2018) mentions that "the
speed of reaction: is the ability to manifest as quickly as possible to a
stimulus. It is required by a speed runner to leave very quickly once the start
shock of the test sounds". Therefore, the application of pursuit games was
proposed as an objective to improve the development of motor reaction capacity
in schoolchildren of General Basic Secondary Education.
MATERIALS AND METHODS
The population consisted of a total of 70 students of middle basic education
of the Ambato Adventist Educational Unit (Unidad Educativa Adventista Ambato).
Sample and sampling: Through a non-probabilistic sampling for the
convenience of the researcher, a study sample of 15 students was selected,
which were characterized as follows:
|
Variable
|
Male (n=9 - 60%)
|
Female (n=6 -
40%)
|
P
|
Total
(n=15 - 100%)
|
|
M
|
±DS
|
M
|
±DS
|
|
M
|
±DS
|
|
Age
|
10,00
|
0,71
|
9,83
|
0,75
|
0,650*
|
9,93
|
0,70
|
|
Weight
|
33,98
|
8,45
|
34,67
|
7,99
|
0,768*
|
34,25
|
7,98
|
|
Height
|
1,44
|
0,07
|
1,42
|
0,07
|
0,681*
|
1,43
|
0,07
|
|
|
|
|
|
|
|
|
|
Table 1. Characterization of the sample
Note. SPSS statistical analysis: mean values (M) with
their standard deviations (±SD); Significant differences at P>0.05(*).
Based on the characterization process of the study sample,
it was concluded that the majority of the sample was composed of 20% more males
than females.
In relation to age, the male group presents a mean value
0.17 years higher than the female group, the weight variable in the female
group has a mean value 0.69 kg higher than its male counterpart and in relation
to the height variable, the male group shows a mean value 0.02 cm higher than
the female group, in all cases without the existence of a significant
difference at a level of P>0.05, which determines a statistical equality
that did not affect the research process and the results obtained.
Research techniques and instruments.
The technique to be used for the research is the survey and
as an instrument the test, by means of which it was possible to evaluate and
collect data on the variables analyzed.
The Litwin test was the selected instrument, which consists
of:
- Drawing a line on the floor where is the student's game,
two meters from the starting line diagonally as a triangle placing a circle and
on the other side a square.
- The game consists of if the whistle blows once you must go
out to the circle, but if the whistle blows twice you must go out to the
square, this must be done in the shortest time possible so that a specific time
is marked on the stopwatch.
- The rules are that you must be behind the starting line
and that the stopwatch stops when you are inside the figure that has been
evaluated.
- Three attempts are made and the average of these is taken.
To evaluate the level of motor reaction capacity, the
specific scales for the instrument were applied, taking into account the age
and sex of the person being evaluated.
Statistical treatment of the research results.
The statistical analysis of the research results was carried
out using SPSS version 25 software, performing a descriptive analysis of the
quantitative variables and an analysis of frequencies and percentages of the
qualitative variables. In addition, a normality analysis will be performed
through the Shapiro Wilk test for samples of less than 50 data, which allowed
selecting the parametric T-Student and nonparametric Mann Whitney U tests for
independent samples and the nonparametric Wilcoxon test for related samples
that calculated the significant differences between the results by study
periods.
RESULTS
Based on the research objectives, the selected instrument
was applied, obtaining different results.
By means of the research instrument it was possible to
record the results of each attempt made and the average value of the motor
reaction capacity in seconds was calculated:
|
Attempts
|
N
|
Minimum
|
Maximum
|
Mean
|
Standard
deviation
|
|
Attempts 1
|
15
|
1,8
|
2,64
|
2,2
|
±0,29
|
|
Attempts 2
|
1,89
|
2,54
|
2,13
|
±0,18
|
|
Attempts 3
|
1,86
|
2,52
|
2,12
|
±0,19
|
|
Valor medio
|
1,85
|
2,57
|
2,15
|
±0,21
|
Table 2. Results
of the initial diagnosis of motor reaction capacity in the study sample.
The mean value calculated made it
possible to determine the percentiles in which the members of the study sample
were located:
|
CI
|
Percentiles
|
CI
|
Percentiles
|
CI
|
Percentiles
|
|
1
|
90
|
6
|
65
|
11
|
20
|
|
2
|
35
|
7
|
55
|
12
|
5
|
|
3
|
75
|
8
|
55
|
13
|
15
|
|
4
|
25
|
9
|
35
|
14
|
30
|
|
5
|
35
|
10
|
30
|
15
|
35
|
Table 3. Individual
percentiles of motor reaction capacity in the PRE-INTERVENTION period.
Based on the different
percentiles determined, the study sample was categorized into levels of motor
reaction capacity, according to the scales established in the research
methodology:
|
Level
|
Frequency
|
Percentaje
|
|
Low
|
6
|
40%
|
|
Medium
|
6
|
40%
|
|
High
|
3
|
20%
|
|
Total
|
15
|
100%
|
Table 4. Level of motor reaction capacity in the
study sample for the PRE-INTERVENTION period.
The analysis of categorization in
levels of motor reaction capacity determined that for the PRE-INTERVENTION
period, it was evident that the highest percentages of the study sample were
found between the "low" and "medium" levels with equal
percentages with a total of 80%; only 1/5 of the study sample was found in the
"high" level.
After the intervention based on
pursuit games and under the application of the research instrument already
described, the results of each attempt made could be recorded and the average
value of the motor reaction capacity in seconds was calculated:
|
Attempts
|
N
|
Mínimum
|
|
Attempts 1
|
15
|
1,7
|
|
Attempts 2
|
1,72
|
|
Attempts 3
|
1,65
|
|
Average value
|
1,69
|
Table 5. Results of the evaluation of the motor
reaction capacity in the study sample in the POST intervention period.
The mean value calculated allowed
us to determine the percentiles in which the members of the study sample were
located in the POST intervention period.
|
CI
|
Percentiles
|
CI
|
Percentiles
|
CI
|
Percentiles
|
|
1
|
90
|
6
|
90
|
11
|
20
|
|
2
|
55
|
7
|
75
|
12
|
65
|
|
3
|
80
|
8
|
85
|
13
|
65
|
|
4
|
55
|
9
|
75
|
14
|
30
|
|
5
|
60
|
10
|
60
|
15
|
70
|
Table 6. Individual
percentiles of motor reaction capacity in the POST intervention period.
Based on the different percentiles determined, the study
sample was categorized into levels of motor reaction capacity for the POST
intervention period, according to the scales established in the research
methodology described above:
|
Level
|
Frequency
|
Percentaje
|
|
Low
|
1
|
6,70%
|
|
Medum
|
4
|
26,70%
|
|
High
|
10
|
66,70%
|
|
Total
|
15
|
100%
|
Table 7. Level of motor reaction capacity in the
study sample POST intervention period.
The analysis of categorization
into levels of motor reaction capacity determined that for the POST
intervention period, it was evident that the highest percentage of the study
sample was at a "high" level with more than 60% of the sample, a
little more than ¼ of the sample was at a "medium" level and only one
member of the sample was at a "low" level.
|
Level of
learning PRE
|
Level of
learning POST
|
Total
|
|
Low
|
Medium
|
High
|
|
Low
|
1
|
2
|
3
|
6
|
|
Medium
|
0
|
2
|
4
|
6
|
|
High
|
0
|
0
|
3
|
3
|
|
Total
|
1
|
4
|
10
|
15
|
Table 8. Cross analysis between levels of motor
reaction capacity by periods in the study sample.
The respective analysis showed
that for the PRE-INTERVENTION period, in the "low" level there were 6
members of the study sample, of which 1 remained in the "low" level
for the POST intervention period, 2 changed to a "medium" level and 3
to a "high" level; in the same period, in the "medium"
level there were 6 members, of which only 2 remained in the same level for the
POST intervention period and 4 changed to a "high" level. The 3
members of the sample who were at a "high" level in the
PRE-INTERVENTION period did not change their level in the POST INTERVENTION
period.
CONCLUSIONS
The initial level of motor
reaction capacity was diagnosed in the middle school students during the period
October 2022-March 2023, showing that the highest percentages of the study
sample were between the "low" and "medium" levels with
equal percentages with a total of 80%; only 1/5 of the study sample was found
at a "high" level.
The level of motor reaction
capacity after the application of chase games in middle school students was
evaluated, showing that the highest percentage of the study sample was at a
"high" level with more than 60% of the sample, a little more than ¼
of the sample was at a "medium" level and only one member was at a
"low" level.
The difference between the initial
level of the motor reaction capacity and after the intervention of the pursuit
games in middle school students was analyzed, showing positive modifications of
levels between the periods, a descriptive difference that evidences the
improvement of the capacity under study and a statistical support that
evidences the incidence of the pursuit games in the motor reaction capacity.
AUTHORS' CONTRIBUTIONS
The contribution made by all the
authors in the study was fundamental: Jhon Daniel Sánchez Calderon; Dennis José
Hidalgo Alava; Washington Ernesto Castro Acosta; Verónica Cevallos.
ACKNOWLEDGMENTS
The authors would like to thank
the Universidad Técnica de Ambato (UTA) and the Dirección de Investigación y
Desarrollo (DIDE) for their support for this work.
BIBLIOGRAPHIC
REFERENCES
Acosta Rojas, S. J. (2023). Actividades lúdicas y su incidencia en
el aprendizaje en estudiantes del quinto año de EGB de la UE “Juan E.
Verdesoto”, Babahoyo. 2022 (Bachelor's thesis, BABAHOYO: UTB, 2023).
Bernate, J. (2021). Educación Física y su contribución al
desarrollo integral de la motricidad. Podium. Revista de Ciencia y
Tecnología en la Cultura Física, 16(2), 643-661.
Bonilla, J. A. M., Ortiz, P. G. O., Zapata, E. G., & Zúñiga, A.
V. C. (2018). Efectos de un programa de intervención en la motricidad gruesa:
estudio con niños de 5 a 7 años. Ciencia Digital, 2(2), 64-78.
Bonilla, J. I. (2018). La velocidad de reacción en los
desplazamientos técnicos del árbitro profesional de fútbol. Ambato: Universidad
Técnica de Ambato.
Cabezuelo, G., & Frontera, P. (2016). El desarrollo
psicomotor: Desde la infancia hasta la adolescencia (Vol. 187). Narcea
Ediciones.
Calucho Hualpa, D. S. (2022). Juegos de persecución en la
motricidad gruesa en escolares de Educación Inicial (Bachelor's thesis,
Carrera de Pedagogía de la Actividad física y deporte).
Camacho Velázquez, E. J. (2022). Habilidades motrices que se
favorecen mediante la iniciación deportiva en un grupo de 6° año de primaria.
Cando Lara, R. S. (2022). Los juegos de persecución en la
coordinación motora en escolares de Educación General Básica Media. Ambato:
Universidad Técnica de Ambato.
Chambilla Mollinedo, O. (2016). Estimulación temprana y el
desarrollo de habilidades motoras en niños y niñas de 5 años de la Institución
Educativa Inicial Particular el Buen Pastor, Puno 2016.
Häfelinger, U., & Schuba, V. (2019). La coordinación y el
entrenamiento propioceptivo (bicolor). Paidotribo.
López Velasco, E. F. (2018). “Los juegos tradicionales en el
desarrollo de la motricidad gruesa en niños y niñas de 3 a 4 años".
Ambato: Universidad Técnica de Ambato.
Matos Camac, R. M. (2021). Desarrollo motor en niños de 4 a 7 años
de la Institución Educativa Sonrisas y Colores en clases virtuales.
Moyano Jiménez, S. E. (2022). Análisis de la valoración de la
motricidad gruesa postpandemia realizado con el test de coordinación motriz 3JS
en niños y niñas de educación primaria de 6 a 11 años que asisten a la Unidad
Educativa Particular Cristiano Verbo, en el periodo de septiembre–diciembre del
2022 (Bachelor's thesis, Quito: UCE).
Paredes Bayas, J. A. (2022). Estrategias didácticas en la
motivación hacia los juegos tradicionales en estudiantes de Educación General
Básica. Ambato - Ecuador: Universidad Técnica de Ambato.
Pedraza Espinosa, E. A., & Sánchez Rivera, C. (2018). Etapas
Desarrollo Y Habilidades Motrices Infancia (7 a 12 Años).
Platonov, V. (2019). Desarrollo motor y teoría del entrenamiento
deportivo olímpico.
Rioja Barberis, A., Vial Vicente, F., Ruff Cano, N., & Lecler
Maturana, V. (2017). Actividades y estrategias utilizadas por las
educadoras de párvulos destinadas al desarrollo de habilidades motoras básicas
en la etapa preescolar (Doctoral dissertation, Universidad Andrés Bello).
Rodríguez García, M. B. (2023). La importancia de diseñar y
ejecutar la planeación didáctica por porte de los docentes con formación en
educación física que se encuentran frente a grupo en las primarias de la zona
escolar n° 33 en el municipio de Jiutepec, Morelos.
Tamayo Giraldo, A., & Restrepo Soto, J. A. (enero-junio de
2017). El juego como mediación pedagógica en la comunidad de una institución de
protección, una experiencia llena de sentidos. Revista Latinoamericana de
Estudios Educativos, 13(1), 105-128. Recuperado el 20 de octubre de 2022, de
https://www.redalyc.org/pdf/1341/134152136006.pdf
Villacorte Guevara, K. A. (2022). La saltabilidad en la
velocidad de reacción en la clase de Educación Física en estudiantes de
Bachillerato (Bachelor's thesis, Carrera de Pedagogía de la Actividad física
y Deporte).