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Juegos predeportivos en espacios reducidos (página 5)

Partes: 1, 2, 3, 4, 5, 6

The constituent elements of the Game: The internal structure of any game engine, is configured from a few elements  incorporation, both permanent and objectives, which arise in dealing playful practices  different. These relevant factors, pillars of the operation of every game we can specify in: The Play space, the time constraint, The Players and the Material. Therefore, any adjustment methodology we want to raise, you make reference to these elements of the internal logic of the game. In this sense, we propose the following methodological adjustments:  GAMING SPACE: - The use of the pitch should be rational, that is, if you do not have much space open, it is illogical to present great games or activities that are conducted in major limitations space. - If you have open spaces, large, would be advisable to use them in all its forms extension (sometimes make the mistake of not knowing all areas that benefit our environment allows us). - In the course of using natural areas, it is necessary to condition and prepare the ground advance. - If the practices are carried in a covered, we should ensure sufficient illumination to play in appropriate conditions.  Of time pressure: - The simplest games are usually those with shorter duration. This feature allows  young children who suffer from a lot of concentration, can change continuously  practices without excessive fatigue. Therefore we should always be provided a comprehensive  repertoire of games if you happen much faster than we thought. - As the game is more regulated, it needs more time to organize (to prepare  equipment, material, explain it ...) and also tend to last much longer than previous ones. It is important  not to subject these practices to excessive haste, and thus allow students to taste them  quietly. - It is very important to ensure real practice time, we will escape the elimination games. "In extraordinary events (holidays, cultural weeks may occur ,...)  great games, which can last several hours, all morning, afternoon or even several  days.  THE MATERIAL: - A greater number of students with as much material. - A minority of pupils, the greater should be the size of the objects of play. - Any material that is used to play you need to ensure the physical integrity of the students (around  sharps damaged items - benches broken, chips ...-). - Submit occasionally new material (balloons, music, film a class), predisposes the  bringing into play of the students. - Normally a lot of simple games, requiring the use of varied material. When  need to use different game objects, in the course of a session is recommended: - Organize and prepare all items previously Collect objects that have been used in a game before moving to the next.  PLAYERS: - If the operation of a game needs a few players, and this is a group of students  large, it is advisable to divide the group and make the same game in parallel zones. - To ensure the proper development of a collective game, involving several teams, it  convenient to introduce distinctive (bibs, handkerchiefs tied ,...), in order to let everyone know  with whom and who will have to oppose their actions. - Each student group has its own idiosyncrasies and personality, in this regard the games  open floor plan, in order that students can introduce themselves  rules, variations ... ) And details in each case. - After participating in a game of considerable physical effort, it should let students  recover before proposing another activity. At such times it is advisable  active recovery (reflecting on what has been done or explaining the next activity. - In games, expressive, symbolic, dramatic, is very important to assess the priority  process at the outcome, the student is experiencing no hurry to everything you happening to  around. CONCEPT AND CLASSIFICATION OF GAMES PREDEPORTIVOS Predeportivos games are those that require skills and abilities of sports (travel, launches, receptions, etc.).. His practice is recommended as preparation for children who begin to practice any sport, which gives them a series of physical and technical resources. Assimilation of sports skills In this sense, predeportivos games are a variant of the games children, characterized by content that promote the acquisition of certain movements, actions and skills that underpin primary for sports. Usually, games and sports games predeportivos share certain rules and assimilation of sports skills, hence the significance for our research work and commitment to demonstrate the potential of predeportivos games as a tool to comply with the objectives of the sport initiation in baseball. Teachers who organize games predeportivos should have a pedagogical attitude without forgetting that the focus is the child and their learning. With games predeportivos, children come to the competition and can perceive, analyze and make decisions. It is also recommended that every day, coach and teach little children the freedom to improvise, without too many explanations and interruptions. Predeportivos games are going to lead the top, the games rules and requirements before getting into the complex world of sport through sports reduced. Predeportivos The game will be a kind of game with rules more complex, longer duration and involves the domain of a greater number of skills that simple games. García-Fojeda (1987) places the game predeportivos of intermediate form between the simple game and sport, as a step back to the game simple and after sport. Understand that this kind of games are longer than simple games but much less than the sport, and that has rules more complex than simple games but not so overly complicated as those involved in sport, and that requires the mobilization capacity or skills tailored to the prepubescent. Clearly, these are complex games that will develop sports skills in a generic or specific. Examples: hitting and running, fielding, throw, throw and receive, etc.. Our work assumes the following concept predeportivos Games  The Games are a playful predeportivos motor, intermediate type between play and sport, which contain elements related to some form sports and are the result of adaptation of sports games for the initiation and learning of specific sports with a structural and functional complexity much smaller, its content, structure and purpose allow the development of motor skills that underlie the development Sports Skills as they contain similar elements has some sport. With this type of game prepares students for the transition to the sport while the teacher offers a wide range of games that properly applied, can cover in a fun and more natural physical training period that separates the sport game, filling technical stages and physical training school sports. They are a learning and sport initiation, where the sport becomes simpler games through adjustments to its rules, a feature taken in our research to the development of the proposed predeportivos baseball games in tight spaces to come to fill a space in the opening game of baseball in the community school sports Guáimaro. Because predeportivos games provide a great diversity of situations are difficult to distinguish from many of the games played normally be the persecution, release, etc., however there be borne in mind that nothing distinguishes a driving game rules of another predeportivos more than the purpose intended. Through his practice develop skills and motor skills, while the need to play as a team to further enhance relations group, so training is a way for excellence in sports initiation. CLASSIFICATION OF GAMES PREDEPORTIVOS Predeportivos games as a prelude to the sport can be classified according to the type of skills developed. García-Fojeda (1987) distinguishes two main types: 1. Generic predeportivos Games: will be those who will develop skills common to various sports such as for example the launches and receptions. 2. Specific predeportivos Games: will be those who will develop some specific skills of a particular sport such as for example a 2x2 game without too many rules and with two bases to 2 out to improve some of the skills of baseball. From this simple classification we can raise predeportivos multiple games that can be used in sports education from an early age. As labor is assumed to this classification, emphasizing mainly on the second one is that there comes to our investigation if we take into account its purpose, which is intended to solve the problems in baseball massive groups, which have place in the community school Guáimaro sports that are related to the sport initiation, so it is necessary to get closer to the sport of baseball, the reason for this kind of student group. PREDEPORTIVOS Game Features: Allow the evolution of social learning content and that by predeportivos Games will increasingly adopting rules that makes the player take new skills, observe the rules set and then the group's interests prevail over the personal. OBJECTIVES OF THE GAMES PREDEPORTIVOS: 1 - Domain motor skills, and integration of the elements technicians to them. 2 - Overall implementation of the technical elements without regard to the effectiveness of movement. 3 - Introduction to technical and tactical learning the sport. 4 - Basic knowledge of the rules of the sport. GAMES PREDEPORTIVOS from a philosophical perspective. To start thinking about predeportivos games as a prelude to the sporting activity itself is essential to start as a basic premise of the study of man as a generic, active, social, creative in its history. Since they are the material conditions of life that determine the spiritual conditions, although they exert an active influence. The relationship of man and his world are specified in the subject-object being the basis of it, the activity within this practice, play the role. The specificity of philosophical knowledge is in man and its relationship with the world around him. This is one of the so-called perennial problems in philosophy. Marxism in the systemic view of man is the conceptual core of the human world from its dialectical materialist approach. The social sciences to refer to the works of Marx out in first place three philosophical ideas that had a significant importance in the development of the fundamental principles of research and understanding of human consciousness. 1-The essence of consciousness is that the relationship with the external environment appears in human consciousness through its ideal reflection. This reflex is located between the ideal situation and the action which is performed by the transformation of the situation, or more broadly, the transformation of the surrounding world. 2-human activity (both practical and theoretical) plays a role in the formation of the human psyche. As a result of the above, the material world created by human activity influences the whole development of the human psyche. At work, the activity of the subject and object, bone work product, are interwoven with each other. Marx wrote "In the capital" to transform "external nature", man transforms nature "... two of here is drawing a conclusion consistent with a broad meaning that" essentially human forces, "the man, his feelings, aspirations and thoughts are conditioned by the products of human activity. 3-The activity of man and therefore his psyche are social in character. The sport is a product of history. "... The feelings of social man are deferent from those of the social man" 3. "... The social character is inherent in any movement, as well as society creates man as such, and it creates the same society. The activity and the enjoyment of its fruits, both for its content and the mode of existence, have a social character. References: 1 C. Marx. Capital. C. Marx and F. Engels. Obras, t. Ibid pag.189.2, pag.188. 3 Ibid, pag.593. 4 Ibid, pag.589. Marx's ideas for sports science opened the possibility of conducting an analysis of the facts of consciousness and activity from the positions of their social conditioning. For example, the complex problem of the correlation between nature and nurture in the capabilities of the staff received a scientific approach on the basis of Marxism. In adopting the view of eighteenth century English economist A. Smith about the diversity of human gifts are more a consequence than a cause of division of labor, Marx stressed that "5. The human capacities emerge based on the "natural characteristics" but it depends on historically conditioned ways of working and changing and in addition to the conditions of material life of society. "The fact that an individual can develop their talents depends entirely on demand, which in turn depends on the division of labor and culture conditions of men, arising therefrom," wrote C. Marx and F. Engels. It is understood that the wealth of the ideas of Marx which raises the theoretical foundation of sport science is not limited to the aforementioned philosophical postulates and determine the most important trends in the development of scientific thought. In this respect are especially important Engels' ideas on the influence of activity in human thought. "Both in the natural sciences and in philosophy has been ignored to date investigating the influence of human activity in their thinking. It is known that a part is the nature and the other thought. No clutch, the essential basis and closer to human thinking is precisely the transformation of nature by man and nature not only as such is also the interest of development in man as man learned to change nature. " References: 5 C. Marx. Poverty of Philosophy. C. Marx and F. Engels.Obras, t.4, pag.149. 6 C. Marx and F. Engels German Ideology. Works, T.3, pag.3927 F. Engels. Dialectics of Nature. C Marx and F. Engels. Works, t.20, pag. 545. Refuting Agnosticism, Lenin stressed that the sensations reflect the objective reality that exists independently of the subject who knows. Being a correct reflection of reality, feelings are the primary link in the process of knowledge of reality by man. Hence the importance of predeportivos games that are an essential element in the development of the child and becomes an important value in school-age children, being characteristic of the games with the presence of rules governing the actions of the child and see is where your feelings and experiences becomes a vision of the environment that fosters the acquisition of new knowledge that will develop in this case its sporting talent. A higher level of reflection of reality is to think conceptually, this step has the character of a dialectical leap "in the gradual break." In the "Philosophical Notebooks" reads: "Knowledge is the approximation eternal, infinite of thought to object. The reflection of nature in the mind of man must be understood not so inert, not abstract, not devoid of movement, not without contradictions, but in the eternal process of movement, the emergence of contradictions and their solution 11. This is the essential basis of dialectical materialism as a science, which sees man in his relationship with the environment of constant change, development and transformation.  Taking into account all the contributions of the tenets of Marxism-Leninism, from the philosophical point of view assumes the concept of play as follows: It is a social phenomenon that is the quintessential activity of the child, which they experience their feelings, feelings, aspirations, moods, arising from the interaction between the conditions of the activity (object) and the particularities of the individual (subject activity) through the game, allowing the subject is linked with reality and transform it from the new insights that will increase in the relationship established between subject-activity. References bibliográficas11 V. I Lenin's Philosophical Notebooks. C., t. 29, pp. 177.12 Idem, pags.226-227. PREDEPORTIVOS GAMES FROM A PEDAGOGICAL APPROACH All sport is an educational process which shows how instructive and educational, for the training of the new man which is the aim of socialist education in the first instance and the development of sports skills in order to promote welfare in its practitioners and the relevant sports results, this implies that each activity is developed in this direction must comply with the principles of didactic teaching and all its advances in order to comply with the guidelines for sport sports initiation field emanating from the highest court The educational process is one that is consciously developed through social relationships established between students and teachers with the purpose of educating, instructing and developing the first, responding to the demands of society, for which is systematized and recreates the culture accumulated by the company in a planned and organized "C. Alvarez (1999-1996). From this definition it follows clearly embracing the social character of the process considered and whose implementation is based on the extensive system of interactions and relationships established between the subjects involved in the same subject that are not only participants in the process simple, but become creators and actors in it. The educational process is an open and flexible, subject to changes which should be the result of scientific research and creative practice. " Education and training of the personality can be achieved largely by the system of relations established between individuals, in which actors are involved as learners and educators, these relationships are achieved in the activity and communication (as a kind of essential activity in the educational process), which are directed to an end, has a content is done through actions and operations using various means. Guessed Fatima (2004) In the systemic configuration of the educational process, the unity between the components is achieved with the establishment of key relationships are necessary, including from the internal performance of the functions of each system element thereby affording a view of the system as a whole . Education is the process and outcome of the domination of one branch of human knowledge, profession, training is the process and the result of being able men, who have developed intelligent thought. Education is the process and outcome in men forming in his mind: feelings, belief, desire, values, linked to further their education and training. C. Alvarez (1999) In this sense assume the laws of Teaching C. Alvarez, 1998) for the current and significance which is related to the theory of conscious processes, the integration of educational components and the relationship institution and the school environment. So educational, and development is reached through education, addressed in a conscious, a feature which closes the dialectical triad and how instructive operationally-related education and developer. Founded on this basis, we can explain the behavior of the educational process through two general laws, as stated by C. Alvarez 1999, and are formulated as: the relationship of the educational process with society, with life, the internal dynamics of the educational process. The didactic principles of communist education and its link with the instruction and the beginning of the relationship between content and form of education. These laws acquire their specificity in multiple dialectical nature of particular relationships, which allow a representation of the process, allowing you to understand the dimensions, components, structure and functions of its own, in all its complexity.  Arem then assesses the main trends and assume teaching of these theories and postulates that most of our research there comes a dialectical perspective that allows us to reach conclusions useful and necessary for elevation to higher planes regarding the sport initiation in baseball. Before going into detail about the use of leisure activity, it should take a quick look at the role played in the school play. According to the historical moment, the sociocultural environment and the intended purpose, it gives the game a very different role in the field of pedagogy The main teaching positions that have been expressed about using the game to highlight the following: DEVELOPMENT AND IMPORTANCE OF PLAY IN THE CURRENT Teaching staff: TRADITIONAL SCHOOL: Traditional education, influenced by church doctrine, considers the body the least noble of the person, so that any physical training is going to suffer. This situation will presumably have an impact as the use of the game. Based on the student's cognitive development, cultivates intellectual, marginalizing any game that is not considered intellectually, even playful practice in discriminating leisure hours. Game Theory and Practice (Body language) Dr. Pere Lavega Bourgeois The traditional school repeatedly accused the game to involve the child in learning to lose track of effort and suffering, essential elements of a good education. ACTIVE SCHOOL The first reaction against this view, perhaps beginning with Rousseau, who emphasizes the spontaneous and natural education of the child. The game will be a demonstration to enhance child. This movement soon spread to Germany, Belgium, Switzerland and throughout Europe final. Similarly Piaget Ferriere are in favor of active methods, proposing the use of children's play in their pedagogical approaches. Were followed by other authors who share the same vision as Froebel German, Belgian and Italian Decroly Montessori. Catalonia, in the first third of the nineteenth century became the true national and international promoter pioneer of these methods. In 1898 Flos i Calcat S. Jordi school created under the theme "Teaching Playing", Francesc Ferrer, Joan Frederic Gothic Tusquets also contemplate the use of play, the latter forming considered even religious matters. SOVIET POWER AND INFLUENCE IN WEST After the First World War and until the fifties, the prevailing class consciousness in the proletariat, finding in the Russian October Revolution its highest significance. Pedagogical renewal tessituras appear linked to these facts, they accuse of being an active school elitist and using methods sclerotized. Soviet pedagogy based their arguments on the job. Marx, Makarenko, Engels and Blonskij are the most prominent representatives, who represent the interests of the community before the interests of the child. So everything that is not associated with work, not strength. Obviously the game will be very marginal. Freinet in Western culture considers the game a long time lost, an obstacle in the production process that should characterize the worker. Just accept the game, work, collective and that prepares children for the work of the community. THE CURRENT TREND: In recent years the mainstream on the pedagogical use of game you can specify in: HOW THE GAME Toggle Ignore: Game Theory and Practice - (Dr. Pere Lavega Body Expression Burgess Concerned by serious studies, this position is concerned with the activities "Important" intellectual, relegating to play the role of recreation. The Physical Education session is balancing work, cathartic for the student. GAME KID'S CENTER OF INTEREST AS SYMBOLIC They base their view on the game, in the work of Chateau, Wallon, Freud, Winnicott, Piaget, dealing primarily by the fictional game, which appears in the earliest ages. PLAYING TEACHING: Influenced by the active school, give the game a privileged educational role. Seintentan use the various recreational events that may occur in the game (games of opposition, collaboration, partnership and opposition, alternative games, expressive games, new games, traditional folk games ,...), trying to engage the student an enjoyable learning. A session of PE may be only "Play". PREDEPORTIVO GAME: Sport is the true focus of teaching is regarded as one of the main physical activities available to the teacher of physical education and sports. It is almost considered an end, and all information used to the game including the student prepare for this major activity called sport. The games are called predeportivos are a vehicle to enter the sport. THE LUDOMOTRICIDAD: This ideological position, results also from the new school, seeks the essence and originality of the game engine. Its maximum is Parlebas representative, who argued that the rehabilitation of the game must go hand in search of the specificity of Physical Education. This author great defender of traditional games based his work in driving praxeology (science of the motor action) and builds seven models called universal operating (driving communications network, a network of role reversal, subroles exchange network, network interaction brand, rating or scoring system, code and code Gestemo praxémico), to study the internal logic of these practices, demonstrating that there are traditional games with an internal structure as much or more complex than the sports themselves. Hence they are true pedagogical tools to consider. In this overview of the different educational streams are displayed various criteria and also straight evolution is seen as related to the activity of the game as a teaching tool, which we assume for our research because of its wide current and effective basis of current criteria force which, although not specifically to games predeportivos but comes into play a leading role in post to give the game a high educational value, a feature which is profoundly raised by the current or current trend, which provide a focus of the game from different aspects of learning and teaching. In our work comes about within the current trends, issues raised in the tendency to teach to play, which confront us ways to develop recreational activity within the educational process, establishing forms of interaction between students which strengthens an important element that is student's socialization through play. It is also vitally important for us as posed by the current trend as its greatest exponent ludomotricidad Parlebas, giving great significance to the traditional games that makes us see in our research for baseball not only from a sporting point of view, but as one of the traditional games of the territory where we have developed our work Guáimaro people with a vast tradition of baseball in recent time in the province of Camaguey, which gives meaning and importance to the work of investigation, on the other hand and within current trends, full assume the trend for research explaining the importance and role of predeportivos games as a teaching tool for novice sport, this game places the predeportivos trends in the center of the process as stated above in the explanation of mind the trend and puts the sport in order to achieve, so it takes a high degree of effectiveness at work which allows us to substantiate the reasons and significance of the research in question. Predeportivos In games, sport is the real focus for learning, and all information used, including the game itself will prepare students for higher denominations such activity sport. The games are called predeportivos because they are a vehicle to enter the sport. The teacher must master a methodical and pedagogical effects, and understand that games are a manifestation of the child's life. This reality must determine the type of work to develop with children, understand their condition "host", rejecting the traditional "trainer", and marked the basic objective that children have fun and enthusiasm for the sport. The teacher should be able to tell a teacher to present the games more attractive and rewarding for the characteristics and needs of their students. This does not mean you have to have memorized a lot of games, but should know their students well, and once given the level of evolution ludomotriz of them would have to go to any of the many manuals of existing games to choose that best fit your educational context. Although all the children play, not always share the same leisure activities, as they grow and develop, they also transformed their games. Following the work of authors such as Piaget, Parlebas, Blázquez, Erickson, Le Boulch, Vayer, Flax and Maldonado, one can distinguish the following periods playful (Lasierra and Lavega, 1993): Game Theory and Practice (Body Language) Dr. Pere Lavega Burg Ludoegocentrismo period: ranges from 2 to 6 years. Usually present simple games, individual, totally self-centered, where the child refuses the rules understood as a joint participation. In these games raw achieving individual goals, the rules are very simple, and actions can be fictitious or if more active part in games are to run, escape, to anticipate a particular area, etc. Coordination and cooperation previous ludomotriz: Could be up to the children whose ages range from 6 to 10 years. Every time the rules become more interested, it appears the notion of competition and motor communication. The games at this level are organizational media, children can participate in different environments increasingly collective activities. But collective action must be understood practically as the result of several individual stocks. Ludomotor Development Period: From 11-12 years young people begin to accept the pact group with all its consequences. Gradually introduce more rules play activities, very willingly accepting the highly regulated sports and games. During this period, the groups that show a special interest in sports, very positively also accept games that resemble these practices (ball games, with physical targets, goals, areas of mark-to achieve, team competitions). THE FIVE CORE PRINCIPLES IN TEACHING CHILDREN WITH SPORTS, ARE: The focus is the child and their learning. Using exercises and games competition in which children can collect, analyze and decide. Give freedom to improvise and compose forms of movement. Show each day a few things. No standing, few interruptions, few explanations. Sport activity in the game is a form of human activity consists, according to Rubinstein, "a complex of actions are not random, the relationship between the unity of motivation." The main motivation in the sport, is the business objective: to overcome the enemy and meet good performances. But the child knows other motivations such as the satisfaction of the natural need for movement, and in relation to the maturity stage, the need to assert itself on the social level, and higher motivation and hygiene awareness of the value and significance of the political game social-sporting success at international level. PREDEPORTIVOS GAMES FROM A PSYCHOLOGICAL APPROACH. In analyzing the game from the psychological point of view is necessary to make an analysis of the various psychological power, with the aim of strengthening the theoretical basis of our research due to the great importance which involves the psychological factor and hence the explanation of the game the full degree from a psychological or pedagogic vision, taking into account that we display the current main trend and psychological aspects which we believe will contribute to the foundation of our research proposal. O ENFOGUE CURRENT: Cognitive Are considered the pillars of this current proposals J. Bruner and D. P. Ausubel, the current paradigm or cognitive psychoeducational, conceived as teaching students basic skills of learning to learn and think effectively, regardless of the context intruccional, more oriented to the achievement of development thinking activities O POSITIVE ASPECTS INFLUENCE (CONTRIBUTIONS) It bases its efforts to achieve an integral education, highlighting what other proposals have been marginalized: the development of the person [self] and the education of affective and emotional processes. proposes education as a means flattering [almost therapeutic, but at the same time intruccional. Students are viewed with initiatives, personal needs grow, capable of self-determination and the potential to develop activities and solve problems creatively. The humanistic teacher is considered a facilitator, where educational efforts will aim to ensure that the activities are self-directed, self-learning and encouraging creativity. CURRENT OR APPROACH: CONDUCTIVE. This is called the experimental analysis of behavior, argues that psychology should stop dealing with consciousness [unobservable processes] and name the conduct [observable process] as its object of study. His chief deputy is B. F. SKINNER. O POSITIVE ASPECTS INFLUENCE (CONTRIBUTIONS) Attaches importance to strengthening the learning process, reinforcing positive behavior. It is based on objective methods such as observation and experimentation. You can create reflections that result in habits that can stimulate other areas of development. It had some value in introducing the basis for scientific analysis of learning at a neurological level. CURRENT OR APPROACH: CULTURAL HISTORIC CULTURAL OR PARTNER. Led by L. S. Vygotsky, and should be the cultural historical paradigm, with the main axes of historicism and understanding of human development as a product of cultural assimilation. O POSITIVE ASPECTS IFLUYENTES (CONTRIBUTIONS) The psychological development is not possible without the instruction, because this reorganizes the advancement of psychological functions through the zone of proximal development. Development processes are not independent of the educational processes, they are linked while this is a participant in a sociocultural context in addition to linking parents, peers and school, providing culture. Learning is generative and this, their look, of development. The role of social interaction with others, be they experts, teachers, parents, seniors and peers is critical to the socio-cultural and cognitive development. This concept can extend the notion of any other teacher or expert guide MediaTIC or provide a safeguard, whether in informal or extracurricular, leading guided learning. The teacher acts as guide, mentor and model, making the active participation of all individuals in the group. It has a dynamic assessment, totally new, focused on the development processes in ways I called learning potential. CURRENT OR APPROACH: HUMANIST Born with the climate of protests over existing curricula in the U.S. educational system, which did not take into account the characteristics of students as individuals and were written and performed in a dehumanizing tone. The most representative author is Carl Rogers. STRENGTHS OR INFLUENTIAL (CONTRIBUTIONS) It bases its effort to achieve an integral education, highlighting what other proposals have been marginalized: the development of the person (self) and the education of affective and emotional processes. This paradigm proposes education as a means of becoming almost therapeutic, but at the same time intruccional. Students are viewed with initiatives, personal needs grow, capable of self-determination and the potential to develop activities and solve problems creatively. The humanistic teacher is considered a facilitator, where educational efforts will aim to ensure that the activities are self-directed, self-learning and encouraging creativity. CURRENT OR APPROACH: THEORY OF ACTION In the shift to social history, it radically changes the structure of behavior: motivated because next to biological reasons for the conduct, motives and needs arise higher (spiritual), along with behavior that depends on the immediate perception of the environment higher forms of behavior emerge, based on the abstraction of immediate environmental influences. and next to the aforementioned sources of behavior arises activity that are transmitted and treated human universal experiences in the interpretation or analysis of the development of the human psyche, is established as important principles including the psyche unit activity which explained on the basis that psychic phenomena are formed in and by the activity, but in turn psychic phenomena are responsible to regulate and direct the conscious activity of man producing a dialectical relationship. Where the activity is more than the processes to meet specific needs of the individual showing the relationship with the social environment by adopting a certain attitude.  Conscious activity of man is not obligatorily related to biological reasons. Man's activity is directed by complex needs that often are called the higher or spiritual, with them is related cognitive pushing the man to obtain new knowledge to the need for communication, to be useful to occupy in society and such a particular position. The activity of man as a general consent is not determined by the perceived impressions immediately and individually. is known that man can reflect environmental conditions in a more profound, awareness of the causal dependencies of events and once understood this', directed not to the external uncertainties, if not for the deeper laws. Conscious activity of man has a third source for the development of personality: the overwhelming amount of knowledge and skills of the man who formed via the accumulation of social experiences and that are transmitted in the learning process. The vast amount of knowledge, skills and procedures through which man has not the result of his own experience but are acquired by way of appropriation of the social and historical experiences of generations. higher education in life itself only in man. be traced to socio-historical forms of life activity that is related to social work, with the use of instruments and the emergence of language. All this allows us to evaluate in the case of physical activity, their development through the proficiency levels of activity which includes the skills, habits, skill, in the process of sports training and physical development generally the individual. But we must emphasize that for our research comes about largely Historical sociocultural power which has as its highest exponent of the big L. S. Vygotsky, which gives us first the importance of development from the statement and its close relationship with the student, in addition to the influence of historical, social and cultural as being active and influential in the development of the individual these elements interpenetrate very well and there comes the purpose of enabling our research to show the game as a social phenomenon that exerts strong influence on the personality development of children, besides the cult factor which is implicit within the game itself which is expressed customs, traditions etc. , Just as we assume the inputs provided to us by current or activity theory, as this by alluding to the activity as an important element for the development of the individual and that this in turn transforms, leads us to the importance of game to take a child's essential to provide for their development as a fundamental activity that gradually reaching anger given the dialectic established relationships in this and referred by current or focus of activity. This relationship is established from the application of games as a tool to develop the child. In summary and the importance of these two currents provides our research we assume as the platform for our foundation not only psychological but seen from all points of view welcome in our theoretical foundation, which proposes predeportivos games as a tool for initiating development of sports in baseball, it is intended to demonstrate the impact of the game in increasing the participation of children of 7-9 years at the start of baseball PSYCHOPEDAGOGUE CHARACTERIZATION OF SCHOOL-AGE CHILDREN At this age there are substantial variations in all organs and tissues of the body. This will make all the bends of the cervical spine, chest and waist. However, the ossification of the skeleton is not finished yet, hence the great flexibility and mobility they offer great potential for both physical education and correct practice of many types of sports. It intensively strengthen muscles and ligaments, increases its volume and increases overall muscle strength. The large muscles develop before small, so children are better able to move relatively strong and loose, but it is much harder to small movements that require precision. The school mainly at beginning of period need to work hard for written homework. Cardiovascular activity is relatively stable because the heart muscle grows strongly and is supplied with blood, so his heart is pretty tough. The pulse is still rapid, about the beats per minute range between 84 and 90 but it is better than the previous age. The interrelationship of the processes of excitation and inhibition vary. Inhibition basis of self-control containment becomes more powerful than in preschoolers. However, the propensity for excitation is very large, hence the concern of school children. Consent and reasonable discipline, the systematic nature of the demands of adults, are essential external conditions for the formation in children of normal relationship between the processes of inhibition and excitation. FEELINGS AND PERSECCIONES A heightened sensory acuity of vision and hearing, familiar shapes and colors, tell the difference tones of acoustic sound. The perception is losing the emotional nature to be more objective and give way to the observation as a voluntary and conscious perception, allowing a more detailed knowledge of the objects and the relationship between them. The perception of space reaches a considerable development, coming to freely use objects of different shapes and colors, playing games that require an accurate perception of the location of objects in space and determining the distance between them. Earlier this school year there are difficulties in the perception of motion with respect to his own body, but gradually being overcome, because running a government is aware of the movements, safety, accuracy, speed, strong economy and functionality. ATTENTION Children come to school when attention has not yet underway. They give their attention in essence, with what seems to be directly interesting, striking and unusual [involuntary attention]. Gradually, he learns to run and maintain a stable manner and attention to objects in stable situations, the school finds it difficult to concentrate on long explanations, especially if they are perceived to girders of the ear, it is easier to focus on short explanations with emotional nuance and are accompanied by illustrations that cause and direct interest. The distribution of attention at the beginning of the period is characterized as insufficient, they have trouble following the class, successfully perform tasks and control their own behavior. Therefore, the teacher must properly organize the different types of school activity, so that the child used to the control valley of multiple actions. MOTIVATION: The reasons are completely stable yet, but certainly with the new social situation of development, allows for greater stability in the hierarchy of motivational reasons, as expressed in the voluntariness of the conduct of the school. Patterns predominate in relation to this, ie its activity is governed by motives and immediate facts. The reasons for the game occupy an important place. There is an emergence of reasons closely linked to school activity. At this stage the child is able to guide their behavior not only for goals that are raised by adults but by other knowingly proposed, achieving a more active control of their behavior. The cognitive interest reaches different levels of development. In the early grades is associated with teacher approval process oriented study. MEMORY: The memory at this stage, will also acquire a voluntary and intentional. Increases the ability to set quickly and with greater volume of blood, so the learning process must rely on auxiliary models that facilitate the establishment and retention. Establishing logical relationships that allow the child to evoke in verbal, written or graphic clear meanings which reproduce in order to achieve a level of clear understanding. The teaching-learning process has great significance memory for visual images. Therefore one must base the process of voluntary and involuntary retention of materials that include verbal and visual. THOUGHT AND LANGUAGE: The renovation is a very important quality of thought that allows the child to make assumptions [hypothesize] and self-regulate their own activity, which promotes their intellectual development when taking into account the interests and needs of the age, which may achieved by the route of the game. In relation to the language at this stage is developing coherent language, which allows on premises and consequences of the child's lessons and is necessary for the understanding of different content. The unity of thought and language, will allow first [thought] operate on beams of concepts that define words. In this period the language, besides its communicative function, continues to intellectual function. RELATIONSHIP WITH THE MASTER OF SCHOOL AND FAMILY At school you will see a new figure whose views will determine the child in the early grades. The teacher is an authority that accepts without reservation to about 4th grade, and its criteria a decisive influence on the development of self-worth, and acceptance or rejection on emotional wellbeing. The family also requires the school carrying out their responsibilities. Depending on the attitude that the parents before the execution of children in school, they would strengthen or weaken their interest in school activities. It found that many problems with learning or behavior in primary school, is operated inadequate family situations such as: The lack of affection, support and conflict. The game from the psychological point of view: Playful activity is more intensive psychological qualities and characteristics of the child's personality. Within the game are other types of activity which subsequently acquired a particular importance. Playful activity influences the formation of mental processes volunteers and during the game begins to develop in children the care and voluntary memory. Under the terms of the game, children can concentrate better and memorize more. The very conditions of the game require the child to focus on objects that are inside the game situation, as well as the content of the actions and the argument. If the child does not want to pay attention to what is required of him in a game situation accurately, if not remember the conditions of the game, just the other fellow will remove him from it. The need for communication, emotional stimuli, the child moves towards a concentration and memorization. The creation of playful situations and its shares, have a permanent influence on the development of the intellectual activity of school-age child. In the game, the child learns to operate with replacement of the object, he gives her a new name to substitute leisure in relation to the idea of the game, and this substitute act according to the description given. The object becomes a substitute for thinking support. On the basis of the shares with substitute objects, the child learns to think about the real object. Gradually, the playful actions with objects are shortening, the child learns to think about the subject and act with him intellectually. Thus, the game, greatly contributes to the child to spend the thought in terms of representation. At the same time, the experience of the inter-relations play, and particularly the inter-relationships in the child's actual role play with a plot, is determined on the basis of a particular property of thought, allowing you to unfold, to stand at the point of view of others, anticipate their future behavior, and on the basis of this structural one's behavior. INFLUENCE OF PLAY IN LANGUAGE DEVELOPMENT The game situation requires each participating child in her, a certain level of development of verbal communication. If the child is not able to intelligently express their wishes regarding the development of the game, if it is unable to understand verbal instructions from their playmates, being understood by peers stimulates language development relationship. Role playing is an important determinant for the development of the imagination. In play activities the child learns to replace the objects by others, and assume roles. This capability is based on the development of the imagination. In games to children older than preschool age they are no longer essential objects-substitutes, nor are they required many recreational activities. Children learn to imply objects and actions that are done with them, create new situations in their imagination. The game can in this case, developed internally. The influence of play on the personality development of children, is that through it, he knows the behavior and inter .- adult relationships, which become a model for their own behavior, in the game, acquire basic communication habits and the qualities necessary for the establishment of the inter-relationships with peers. The game, when the child draws and forces him to submit to the rules contained in each role assumed, contributes to feelings and volitional regulation of behavior. PREDEPORTIVOS LOSJUEGOS FROM THE BIOLOGICAL POINT OF VIEW: Games drive acting on the body as a whole, ie work many muscle groups. By combining them intelligently, avoiding the unilateral exercise of certain parts of the body, is achieved more balanced influence of the total constitution. In almost all games require minor addition to the race, also the slope, flare, extend, rotate, spin, jump, push, etc. Usually the player does not realize the natural and comforting role of these activities, because of the dedication to the game. The games are characterized by smaller, short breaks, in which in the joy they constitute a break for the higher nervous activity, creating the premises to continue in the next moment the game with the highest concentration. It is recommended that smaller games are carried out in the open so they can also act natural biological stimuli. Knowledge of the fundamental characteristics of different ages, is something that should dominate the teacher to determine what types of games and activities used, however to start this study is necessary to know first: education levels and ages corresponding to each level . SENSITIVE PERIODS AND TRAINING OF CHILDREN. As has been discussed previously, the organic maturation in stages or ages determine the predisposition of humans to do certain jobs or tasks. In the field of Physical Education and school sport is important to consider the organic maturation process when designing a program suited to the needs of children and young people to whom this is addressed. The stages of organizational maturity or predisposition for performance that are affected by both genetic and environmental factors are known as sensitive periods. Wolkov and Filin, described this period as "... not strictly a stage of development given individual (child age, teenagers, etc..), But the period characterized by heightened sensitivity to the action of factors both favorable and unfavorable external environment . In short, the periods in which the fusion of genetic and environmental factors is the most complete. Knowing the critical periods and the optimal doses of influence can be adjusted arbitrarily different properties of the body at different stages of ontogenesis, monitor individual development program. " To characterize age environments for sensitive periods is to take into account not only the chronological age, but even more important is the biological age, ie, one that determines a given physical development does not always correspond with the demonstrations or organic reactions that occur in children of the same chronological age and sex. Hence the development work of physical abilities, especially conditionals (strength, endurance and speed) as well as joint mobility or flexibility, are more effective if the charges (mainly with reference to the volume, intensity and density stimulus) and the types of capabilities or its variants correspond to those stages at which changes occur more favorable than are typical for each age and sex. Large scientific studies have shown that biological predisposition due to organic maturation involves a more or less strict order from the six years where there is a propitious moment for the systematic development of basic coordination skills to about 12 or 13 years , from the ages environment, promote the comprehensive development of conditional capacities (especially strength and speed). COORDINATE CAPACITY The development and improvement of the structure of movement and motor coordination is directly related to the state of the central nervous system, particularly the sensorimotor system and the integration of the perceptual system (visual, tactile, auditory and cenesthetic). These capabilities have a phase of intensive development from 6 to 11 years or so and there is a slight decrease between the ages of 12 to 14 years. As a result of development reached by the vestibular apparatus and other analyzers (optical and acoustic), achieved a high level of development of coordination, balance and agility in these age groups, allowing the children if they are well trained , can master motor skills of a high complexity of implementation. No wonder it is stated that between 8 and 12 years of age are more conducive to learning due to increased driving accelerated development of these capabilities. At this age (8-12 years), improvement of the coordination capacities must be made on the basis of variety of exercises with different purpose and organization.

For the development of coordination capacities should be used in executions which modify the initial or starting position, the dynamic structure - time (slower or faster), variation in external conditions (obstacles, sun) and combinations of skills or movements in different conditions and rates of execution. The exercise systematic coordination skills (balance, rhythm, spatial orientation, among others) directly influences the development of different capacities and conditional, in turn, in a more proactive approach to learning different motor activities (games, gymnastics, sports). CONTRIBUTIONS FROM THE INITIATION PREDEPORTIVOS GAMES SPORT The ground rules make such motor problems to be overcome in the course of the game, characterized by the large number of decisions and judgments that participants should take into game development. The technical training is done through the repeated action of specific and technical skills. Technical skills are within the overall context of the game and built according to the demands of each situation and constructed from a wide range of motor experiences. There are two types of predeportes, the generic, aimed at the acquisition of skills and skills development for use in various sports, such as those underlying the move regardless of the sport involved and the specific character whose objective is the acquisition and mastery of a specific activity in a particular sport. In sports education when working with children should not forget they are in full development of their capabilities and therefore must be respected throughout the evolutionary process in which they are immersed. Each stage of growth requires a planned and without haste to help you complete these capabilities. The training at early ages should be focused on motivating and fun work at once, so the game will be the best instrument for carrying out this task. The motivation and enthusiasm for the sport are basic premises that must be respected and encouraged at these ages. For the child (a) any activity undertaken in order to have fun is welcome, the game contributes to the development of the child (a) we can use to lead the sport and thus make it a method essential work in the sports initiation. The goal of the games in the first stage predeportivos sports initiation should be based on the playful nature of learning and in general dynamic coordination where they develop the fundamental skills of running, climbing, throwing, etc., Through global games used in the minimum and maximum possible rules participatory. Most games should focus on adaptation and familiarization with the elements which are then integrated into the sport, it does not matter where its highly technical. The games should not be boring and should focus on content related to the basic part of the motor tasks by enhancing the imagination and intuition of the child (a). Every moment of development requires a broadening of some aspects more than others, each age has a physical and psychological characteristics that influence the teaching of a sport, so another important element in learning any sport, are spins forms, which contribute the acquisition of the basic contents of sporting activity you want teach and can be practiced individually or with or without material. 1.2 Determine the current status of implementation of predeportivos games in tight spaces for sports initiation in children aged 7-9 years in mass groups of the community school baseball sports Guáimaro. To determine the problems associated with gaps still remaining in the process of treatment initiation to sports games predeportivos, we applied several instruments (surveys of teachers and students, interview teachers, staff from the direction of the community school and parents of students who no longer attend classes, scientific observation and analysis of documents) that contributed to corroborate the scientific issue raised. What resulted from the survey and interviewing to teachers, managers and parents of the students was found through the survey both students and information found its embodiment in the classes observed. For the research took into account the enrollment of four teachers working with the initiation of baseball in the community school sports Guáimaro which represent 100% and a population of 80 students enrolled in the sporting course was taken as a sample of 75 representing 93.7% of the population, this sample is divided into 30 children who attend regularly and 45 who no longer attend classes in order to further the causes of their abandonment and to make a diagnosis that would give us all the information sought to clarify the problems in the initiation process.

Partial conclusions of Chapter # 1 1-In the analysis of the theoretical assumptions underlying methodological treatment predeportivos games in the sport initiation process, it is assumed from the philosophical point of view the ideas of Engels on the influence of activity in human thought essential premise of materialist dialectics. From the pedagogical point of view is assumed in our research concerning current trends in teaching special trends playing which has its influence on the active school, giving the game a privileged educational role, in addition to the game tendency predeportivos where Sport is the true focus of teaching is regarded as one of the main physical activities available to the teacher, these are borne mostly by the great relationship or bond that kept with the purposes of research which offers games for development of basic skills in the sport of baseball in the initiation process. For his part from the psychological point of view in our research we assume the theory expressed by the current socio-cultural history posed by LS VIGOSKI, which gives us the development of personality through education and its close relationship with the student, in addition to the influence of the historical, social and cultural as active and influential bodies in the development of personality, allowing display play as a historical phenomenon, social and instructive, moreover also assumed concerning the active current, which places at its center the (activity) in the personality development of children and their dialectical relationship, besides keeping close link with the philosophical, pedagogical and others. 2-In determining the current status of the problem as a result of the diagnosis obtained through the instruments used and their objectives there are gaps in the sport initiation process of implementation by teachers of traditional teaching methods that have no implicit game as a tool for teaching baseball, coinciding with the low participation of students to classes, on the other hand I sense that not making the most of the areas where classes are conducted leading to dissatisfaction among students which directly affects the abandonment of classes by students, one of the shortcomings is that teachers have no teaching materials that support for the planning of games on their activities. CHAPTER II. PREDEPORTIVOS GAMES IN AN ALTERNATIVE SPACES REDUCED TO INCREASE THE PARTICIPATION OF CHILDREN IN GROUPS 7-9 YEARS MASS COMMUNITY SCHOOL BASEBALL SPORTS Guaimaro. This chapter shows predeportivos in tight games as an alternative to the sport initiation in baseball as part of the work of instruction, based on the study of theoretical and methodological predeportivos games that facilitate the increased participation of children 7-9 years in classes at the community school baseball sports Guáimaro. It aims to use predeportivos baseball games in confined spaces as a tool for developing the content of the classes of baseball, take advantage of the spaces based facilities to involve as many students in classes, without a large number sophisticated materials for baseball. It also presents the criteria valued by experts of the feasibility of the proposal. II.-1. Structural design of the alternative functional predeportivos in tight games for the increased participation of children from 7-9 years in the classes of the community school baseball sports Guáimaro. In the making of the alternative is a literature review regarding its concept, intended to make clear the purposes of our research and reached the same sense, resulting in several alternative meanings among which 'Choice occiones or between different solutions, "" occion or solution that you can choose between several "," Chance or solutions are contained in this manual dictionary of the Spanish language. Moreover the encyclopedic manual refer interne registered number suffix was first defined as "Right to run something or enjoy it alternating with another", "occion between two things," "Service that turns two or more people." ? The alternative predeportivos games in tight spaces and is specifically conceptualized predeportivos through various games and their variants that are concatenated progressively in terms of content, rules, structure and use of tools developed to mitigate the impact of material weaknesses that exist , for the completion and implementation of the process of initiation in the sports community schools, it responds to the demands of the programs planned for this teaching sports. Predeportivos added to this game as something new in the development of activities for teachers of baseball and the interaction with the students not only on the baseball field but in schools, through the linking of sports technician to operate student centers where children taking advantage of the spaces of these shifts and physical education as a pathway for continuous, systematic process that should have sports initiation. It is based on theoretical assumptions that give the truth to the contribution. It is a valuable tool for teachers of community school baseball Guáimaro sports. His creativity and originality in the application of the same will enable them to achieve positive results, taking into account the characteristics of groups of students, the objectives of the sport initiation and especially the baseball program, we proposed that this is based on interactivity components in it act as follows: lo, instructive, fun-developer. For the structuring of each of the games of the alternative account was taken of the structure raised by the collective authors of productive approach in physical education class, which shows the game from an educational perspective and that its rules meet different objectives for teaching children the sport initiation and implementation of educational objectives, in this sense the games are structured to have implied the distances and sizes of land and the rules, organization, options, materials, recommendations, methods and the educational value of the game, this gives a better finish to the alternative in terms of organization. Features of the alternative - Participatory and systemic: It is given in the interlinking of different games and their variations with the maximum prescribed in the initiation process, which influence the increase in participation and development of practitioners making it necessary to conceive of the direct participation of these a systemic nature. It is participatory because it gives students the opportunity to interact constantly in the process to build their own knowledge, going from the unknown to the known, solving the various problems imposed by the game itself that is learned through playing games predeportivos. - Flexible and open: It ensures a degree of openness that must be reversed in the enrichment and the feedback and support adaptation to the concrete reality of sports initiation process, part of the initial state, inasmuch as the game evolves proposed change to enrich the time. - Developers and comprehensive: Due to the forms of action and interaction of students, sports initiation process should mean growth and skill development. The integral must generate quality, meeting the? sporting needs for that age group and the other components of the personality development of children. - Enriching and transformer: Provides improved sports initiation process. Seeks to transform the initial state of students in a desired state that allows you to move up groups of perspective. - Context: It means taking into consideration the specific conditions under which runs the initiation process of the community school sports sports Guáimaro, and the characteristics of the sports area, materials, number of students present and their particular characteristics and so on. In compliance with the alternative of predeportivos assume is based games: From the epistemological point of view: predeportivos games are based objectively on the diagnosis made on all the literature review made earlier, which underpins the massive group children in baseball sport initiation process, have significant renal involvement baseball in the classroom and in the same predeportivos games are not used for the purpose of fulfilling the objectives for this teaching is not an optimal use of the land or area of classes for the purpose of involving the Most children in the class of baseball. That is why our alternative contains predeportivos in tight games and that its contents, contains distinctive elements of the sample. From a philosophical point of view: It is based on the scientific world, ie the dialectical materialism, giving the activity in this case play a transforming role to the interaction of the child through this actively, model assuming Socio Cultural Historical School Vygotskis considering to grant the instruction, the focal point for the development of personality and the role of the teacher guide, mentor and model? achieving active participation of all individuals in the group, achieving a dialectical relationship between social-historical-cultural and biological as it takes into account the particularities of children in this age group through sport as a social phenomenon. From the standpoint of educational psychology: It builds on the foundation of an active school which provides educational value to the game, finding current flows further clarification which include within their proposal the game as a pedagogical tool for teaching, in which are present predeportivos games, which have a center of sports, here shows the main motivations of the author of the research to raise predeportivos games in tight spaces as an alternative for solving the existing problems. It is based on the principle of accessibility showing games that makes it easy to play from simple conditions to more complex games and between games, evidenced Girders of the structure of these in terms of rules, materials, dimensions, participants and development itself. From the social point of view: It responds to the needs of children aged 7-9 years, helping to raise the quality of student life, thus fulfilling one of the most noble challenges in building the new man, also has character inclusive by showing games in combinations appropriate to any possible manifestation of participants proposed opportunities from duos to equipment, providing satisfaction and child feel socially useful as the game itself is par excellence a socializing agency. From the standpoint of scientific research: the alternative to have been taken into account the particularities of the baseball program for children in this age group as well as aspects related to the sport initiation in baseball, obtained through a thorough and current literature review, which are described in Chapter 1, and the diagnostic results? performed with the use of recognized methods in the field of physical culture, as valid which are detailed in the body of our work in Chapter 1. ALTERNATIVE DEJUEGOS baseball PREDEPROTIVOS SPACES REDUCED TO INCREASE THE PARTICIPATION OF CHILDREN OF 7-8 YEARS. OBJECTIVES OF THE ALTERNATIVE: Objectives: Submit to the community school teachers Guáimaro an alternative sport to develop its work in the sport initiation, playful perspective that implies the implementation of production methods which include predeportivos games. Share in the form of educational materials all concerning the theoretical aspect for the implementation of the proposed predeportivos games in order to increase the participation of children in classes of baseball and mitigate the effect of shortages of some materials needed for the development of traditional classes.

VALIDATION OF THE FEASIBILITY OF ALTERNATIVE APPROACH FOR SPECIALISTS. In order to evaluate the quality and effectiveness of the action and check the validity of alternative predeportivos in tight games, you use the method of approach of specialists. The essence of this method is the organization of a dialogue with the specialists using the instrument applied (Annex No 9) with a view to obtaining a general consensus, or at least the reasons for the discrepancies. It is one of the most reliable and is a method for making a picture assessment of complex situations using statistical elaboration of the views of specialists. It is understood as a specialist, either an individual or a group of people or organization able to offer conclusive assessments of the problem and make recommendations regarding key moments with an acceptable level of competence. Were selected as sample 15 specialists, who should meet the following conditions: having more than 10 years of graduation, extensive experience in teaching baseball, know the contents of the athlete's training program for aerial sports, and have knowledge research on the subject, and willingness to assess the feasibility of the proposed alternative. Those who have more than 14 years of professional experience in teaching baseball, with the academic title of Master of Science in March representing (20%), four are specialist representing baseball (26.6%), are licensed in physical education representing eight (51.2%) and 6 are instructor qualified teacher, two are assistant. On knowledge of the sport initiation process and the athlete's training program for sports areas, their average is 7.9 criteria with respect to the alternative of predeportivos in tight games was obtained an average of 9 01, for? Moreover and in relation to sources that have influenced their knowledge on the subject of the alternative, in terms of theoretical analysis performed 3 agree that the incidence is high for 20%, 8 which means 53.3% and 4, which is low for 26.6%, in relation to the impact of their experiences of 15 agree that it is high to 100% as to the impact of national authors' work is high for 10 specialist 66 , 6%, 5 is average for a 33.3% incidence concerning four international authors say it is high to 26.6%, 6 which is average for 40% and 5 which represents low 33.3%, finally on the impact of your institution's August report that the incidence is high for 53.3% and 7 which is half the incidence to 46.6%, data showing high level of competence specialists, as stated in Annexes 8 and 8th which gives greater connotation to the value on which it shall be the alternative. For the assessment of the alternative by specialists and in order to determine the level of satisfaction from these, the following indicators were submitted to the opinion of experts. 1-The alternative predeportivos games in tight spaces contributes to increasing the participation of children aged 7-9 years in the lessons of baseball. 2-The alternative predeportivos games in tight spaces with the objectives of the sport initiation. 3-The Alternative predeportivos in tight games, have a logical order. After applying it to the experts to verify through their level of satisfaction criteria of these in relation to the indicators mentioned above and the alternative as a whole as shown in Annexes (9-10) shows the results recorded , the indicator 1 as very appropriate four specialists this represents 26.6% of specialists, seven specialists quite adequate and adecuado4 46.6 to 26.6, for? Moreover in the case of indicator # 2 on whether the alternative predeportivos games in tight spaces with the objectives of the sport initiation ratings were obtained following four experts value it very suitable for 26.6%, 6 the rated of quite adequate for 40.0% and five (5) suitable for 23.3%, compared to the third indicator which has to do with the logical ordering of the alternative, the specialists in the case of the category four experts agreed quite adequate equivalent to 26.6%, 7 coincided with the category of what I mean quite adequate for 46.6% and six (6) agreed that was appropriate for 40.0%. Generally the choice made was valued very suitable for two specialists to 33.3%, 7 the value of quite adequate for 46.6% and suitable for 6 specialists 40.0%, taking into account these findings is considered that the criterion of specialists is feasible for the increased participation of children from 7-9 years in the classes of the community school baseball sports Guáimaro predeportivos dare of the games in tight spaces. All suggestions of the experts were taken into account in pursuit of perfecting the alternative Teachers are seen as very useful alternative for the initiation mass sports groups as it takes into account the use of the game in all its aspects as a method and how to develop classes in a more affordable, accessible and varied in order to solve all the demands that arise from the variety and variability of the process, if we take into account the ages, the number of students as possible to assist in these types of groups, which are intended to take any number of children as possible to participate develop the class and facilitate a high degree of massiveness and participation. Another element that takes into account the alternative is the ability to adapt to the conditions of the area or space to develop activities which took account of this element not only for moments when? find a small area, but also to split the group and to give greater participation to the greatest number of children or whether all have always played occion and through this develop their knowledge and skills. Chapter II Final Thoughts 1.Se reveals the need for an alternative aimed at increasing the participation of children of 7-9 years from a recreational perspective, establishing a dialectic relationship between leisure-instructional developer to facilitate the active participation of children in classes school baseball Guáimaro Community, which takes into account the necessary adaptations to conditions typically occur in an initiation process as is the diversity of age, poor command of the elements of the sport, increased interest of children for games regulated. 1. The level of acceptance of the alternative is quite adequate, as evidenced by the results of the assessment criteria of the experts to consider it in its whole quite adequate, as in each of the three indicators. In general the alternative is evaluated quite adequate.


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