El juego cooperativo como herramienta para mejorar la convivencia en el aula de Educación Física
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Archivos
Fecha
2022
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Considerando la problemática identificada en el Kendal English School y el Colegio Padre Hurtado y Juanita de los Andes, asociada con la convivencia en el aula de educación física, específicamente con los problemas de comportamiento de los estudiantes y también con las frecuentes situaciones de conflicto entre alumnos durante el desarrollo de las clases. Se estableció un plan de acción de seis sesiones en el que se trabajó implementado el juego cooperativo como hilo conductor de las clases. Los objetivos de esta investigación son establecer si el juego cooperativo es una herramienta que contribuye a una mejora en la convivencia; identificar los cambios conductuales de los estudiantes tras el proceso de intervención y determinar la percepción y sentimientos de los niños en relación con la clase de educación física. Para ello, se aplicaron dos escalas Likert dirigidas a los estudiantes y una entrevista estructurada orientada al profesorado de los colegios en los que se llevó a cabo la intervención. Los resultados permiten afirmar que el juego si es una herramienta positiva para el desarrollo de la convivencia, lo que se ve respaldado por los cambios conductuales positivos evidenciados durante el proceso de intervención, además de una mejoría en las relaciones entre compañeros de clases y una optimización en el desarrollo de las clases.
Considering the problems identified at the Kendal English School and the Padre Hurtado and Juanita School of the Andes, associated with coexistence in the physical education classroom, specifically with student behavior problems and with the frequent situations of conflict between students during class development. A six-session action plan was established in which the cooperative game was implemented as the thread of the classes. The objectives of this research are to establish whether cooperative play is a tool that contributes to an improvement in coexistence; identify student behavior changes after the intervention process and determine children's perception and feelings about physical education class. To this end, two Likert scales were applied to students and a structured interview aimed at teachers at the schools in which the intervention was made. The results allow us to affirm that the game is a positive tool for the development of coexistence, which is supported by the positive behavioral changes evidenced during the intervention process, in addition to an improvement in the relationships between classmates and an optimization in the development of the classes.
Considering the problems identified at the Kendal English School and the Padre Hurtado and Juanita School of the Andes, associated with coexistence in the physical education classroom, specifically with student behavior problems and with the frequent situations of conflict between students during class development. A six-session action plan was established in which the cooperative game was implemented as the thread of the classes. The objectives of this research are to establish whether cooperative play is a tool that contributes to an improvement in coexistence; identify student behavior changes after the intervention process and determine children's perception and feelings about physical education class. To this end, two Likert scales were applied to students and a structured interview aimed at teachers at the schools in which the intervention was made. The results allow us to affirm that the game is a positive tool for the development of coexistence, which is supported by the positive behavioral changes evidenced during the intervention process, in addition to an improvement in the relationships between classmates and an optimization in the development of the classes.
Notas
Tesis (Profesor de Educación Física)
Palabras clave
Convivencia Escolar, Educación Física, Juegos en Grupos