Propuesta didáctica para la inclusión basada en juegos pre-deportivos de fútbol en estudiantes de bachillerato de la unidad educativa “Miguel Merchán Ochoa” de la ciudad de Cuenca

Abstract

The literature indicates that physical activity and sports play an important role in promoting inclusion within the educational environment, as they encourage interaction, cooperation, and respect among students. In this sense, physical education classes become a key space for strengthening coexistence and a sense of belonging, provided that the activities are carried out from an inclusive approach. The objective of this study was to evaluate the effect of implementing a teaching proposal for inclusion based on pre-sports soccer games in high school students at the Miguel Merchán Ochoa Educational Unit in the city of Cuenca during the 2025-2026 school year. The research is non-experimental and descriptive. The sample consisted of 28 first-year students in the General Unified Baccalaureate program. Data collection was carried out using the PIQ Perceptions of Inclusion Questionnaire and a field diary to record observations related to participation. The results of the pretest showed less favorable perceptions in aspects related to coexistence, social integration, and academic confidence. After implementing the proposal, the post-test showed an improvement in students' perceptions of their relationships with their peers and their school experience. It is concluded that the use of pre-soccer games with an inclusive approach is a relevant strategy for promoting inclusion in physical education classes, as it fosters opportunities for participation, emotional well-being, and positive coexistence.