Influencia del mando directo y asignación de tareas en la motivación y ejecución de elementos gimnásticos, en escolares de 6-8 años

Abstract

This research had place in the Unidad Educativa de las Fuerzas Armadas COMIL - 4 “Abdón Calderón”. The mentioned institution the teachers said they used different teaching styles in order to teach gymnastic content. As well, the results were satisfactory in both execution and motivation level; nonetheless, the above lacks of scientific support. Therefore, the main objective of this study was to analyze the effect between Direct Command and Task Assignation on the execution of gymnastics elements and its incidence on the motivation of students of elementary level. Consequently, a quasiexperimental study was developed in which 52 students participated. They were divided into two groups with ages between six to eight years old. For this purpose, a teaching program was applied under these two styles, one for each group. This program had a duration of 12 sessions, which had as focus to teach about gymnastics elements: role forward, role backward and head vertical. The data on the execution of these elements were collected before and after the implementation of the program; and to evaluate them a checklist was applied, in relation to motivation, the Motivation Questionnaire in Physical Education in Primary Education (CMEF-EP) was used. From the results it was evident that these styles made a big difference (value p<0,05) in each gymnastic element and, about the motivation, it kept positive values. To conclude, Direct Command and Task Assignation showed they effectiveness on motivation and execution of gymnastics elements