Resumen de Adaptabilidad motriz mediante aprendizaje basado en retos motrices en escolares de seis años
Richar Jacobo Posso Pacheco
, Henry Rodolfo Gutierrez Cayo, Jorge Giovanny Tocto Lobato, Víctor Arufe Giráldez, Alida B. Vallejo López, Janeth Karolina Cando Brito, Edison Andrés Castro Pantoja
- español
La Educación Física ecuatoriana demanda metodologías que desarrollen adaptabilidad motriz, sin embargo, predominan enfoques técnicos tradicionales que limitan la integración motriz, cognitiva, emocional y social en escolares. El objetivo del estudio fue determinar el efecto de la aplicación del Aprendizaje Basado en Retos Motrices (ABRM) sobre la adaptabilidad motriz en escolares de seis años de instituciones educativas particulares de la ciudad de Quito durante el segundo trimestre escolar 2025–2026. El estudio fue cuantitativo cuasiexperimental con 282 escolares de seis años. El grupo experimental recibió 12 sesiones de ABRM y el control metodología tradicional, evaluándose mediante la escala EOAM-6. El grupo experimental aumentó de 11.39 a 15.47 puntos (Δ=+4.08), mientras el control pasó de 11.29 a 12.59 (Δ=+1.30); el ANCOVA confirmó diferencias significativas [F(1,279)=146.37; p<.001], con tamaño del efecto grande (d=1.44; η²p=.344). El ABRM mejoró la adaptabilidad motriz en escolares de seis años, mostrando efectos grandes, consistentes entre instituciones y sexos, constituyéndose en una metodología viable y escalable.
- English
Ecuadorian Physical Education requires pedagogical approaches that foster motor adaptability; however, traditional technique-centered methods continue to predominate, limiting the integration of motor, cognitive, emotional, and social development in young learners. The aim of this study was to determine the effect of the Motor Challenge-Based Learning Model (MCBLM) on motor adaptability among six-year-old students enrolled in private educational institutions in Quito, Ecuador, during the second academic term of the 2025–2026 school year. A quantitative quasi-experimental design was employed with a sample of 282 six-year-old students. The experimental group received twelve Physical Education sessions structured according to the MCBLM, while the control group followed a traditional instructional approach. Motor adaptability was assessed using the Motor Adaptability Observation Scale for Six-Year-Old Students (EOAM-6). The experimental group improved from 11.39 to 15.47 points (Δ = +4.08), whereas the control group increased from 11.29 to 12.59 points (Δ = +1.30). ANCOVA revealed significant differences between groups [F(1,279) = 146.37, p < .001], with a large effect size (d = 1.44; η²p = .344). The findings indicate that the MCBLM significantly enhanced motor adaptability in six-year-old students, producing large and consistent effects across institutions and sexes. These results support its viability and scalability as an innovative pedagogical approach for early Physical Education.
