Class Project

STRENGTHENING OF COORDINATION FOR CHILDREN

Fifth Grade Three in the Physical Education Area

INTRODUCTION

In this classroom project, we will see the difficulties that arise in movements.

coordination of boys and girls from the fifth grade three of the educational institution

from Valdivia ANT, in the area of physical education; which in turn hinders development

of the playful pedagogical activities proposed as a practicing teacher

educational, showing little sports performance on the part of the students,

as well as the loss of values in the school context.

The teaching of physical education must promote and facilitate that each student

I came to know my own body and its possibilities and to master a number

a variety of physical and sports activities so that, in the future, I can

to choose the most suitable for their personal development, helping them to acquire

the knowledge, skills, attitudes, and habits that allow one to improve the

living and health conditions, as well as enjoy and value the possibilities of

movement as a means of enrichment and personal enjoyment, and of relation to

the others.
 FORMULATION OF THE PROBLEM

How to strengthen coordination in fifth-grade students three in the

different recreational-sports activities taught in the physical education area?

PROBLEM DESCRIPTION

It was observed in the vast majority of fifth-grade students of the institution.

Valdivia educational, a lack of coordination in each of the playful activities

sports shoes during physical education classes, noticeable

distraction, lack of agreement for compliance with the rules,

brusqueness, despair, lack of precision in bodily movements, affectation

in the relationship of upper and lower members, movements without synchronization,

alternation and symmetry, shyness, they do not know how to explore their rhythmic expressions, lack

visual and auditory perception, deficient control of the body scheme through

movements that involve time and space.

Therefore, they are factors that help to destabilize academic processes.

in students, as well as the loss of social values.

 JUSTIFICATION

This project was designed for the children of the fifth grade three of the

Valdivia educational institution, starting from the identified needs (difficulty

in the coordinated movements) in students through the development of the

playful-pedagogical activities carried out in physical education class, with the

purpose of improving the precision of body movements, as each one of

they are necessary to solve everyday problems and at the same time

create an atmosphere of harmony inside and outside the classroom, ensuring compliance

to the tasks assigned responsibly.

In addition to being an experience that has strengthened my practice as a teacher,

providing me with methodological tools that have contributed to offering possible

solutions to the different situations presented in the educational context. It is of

it is of utmost importance that the child at this stage of their life learns to manage themselves in

different fields and scenarios in which one can perform later on

environments where I have to apply physical skills such as coordination and the

balance
GENERAL OBJECTIVE

Create playful-pedagogical spaces that aim to improve and strengthen the

coordination in the different activities proposed in the education class

Physics for fifth grade three.

SPECIFIC OBJECTIVES

Identify the motor weaknesses in each of the students to

improve their body movement and strengthen their coordination.

Diagnose the level of coordination in the physical education area.

boys and girls of fifth three.

Evaluate the results of the process, acknowledging the importance it has.

coordination in different sports fields.

 THEORETICAL FRAMEWORK

Coordination presents itself to us as a complex, multifactorial concept.

constantly involved in human movement; since, simply

that functionally and structurally this may be, we always enter the domain

of the coordinations.

Nicks and Flcishman in 1960 suggest that the essence of coordination is the

ability to integrate separate capacities into a complex task, these same

authors believe that good coordination depends on the proper functioning of the

nervous system, with the main role likely held by the cortex

encephalic. In this same sense, Morehouse defines neuromuscular coordination.

how the nervous control of muscle contractions in the performance of the

motor acts. Approaching a more generic definition that is more adapted to the

educational application, we can rely on the one offered by Alvarez [1983] that

consider coordination as the neuromuscular ability to adjust with

precision the desired and thought, according to the image fixed by the 'intelligence'

"motor", to the need for specific movement or sports gesture.

It is more than evident that coordination is a 'constant' of motor action.

we must consider it as one of the factors responsible for 'providing

quality to movement" through the basic aspects of:

 . Precision: in speed and in direction.

. Effectiveness: in the intermediate and final results.

. Economy: in the use of nervous and muscular energy required

. Harmony: in the synergy or complementarity of the states of contraction

and muscle relaxation used.

• Álvarez del Villar (quoted in Contreras, 1998): coordination is the

neuromuscular capacity to precisely adjust what is desired and thought according to

with the image fixed by motor intelligence to the need for movement.

• Torres (2005): The capacity of the organism to execute a motor action

controlled, with precision and effectiveness. When the proper functioning of the

coordinative capacity serves the expression of voluntary or ideomotor action

shaped into concrete skills, we will talk about control and adjustment of the motor act.

Types of coordination: Basically, we can differentiate between:

. General dynamic coordination: responsible for the adjustment of the overall

own body that usually, in general, implies locomotion (movement with

displacement)
 . Dynamic segmental coordination: integrates the afferences from various

sensory modalities with a specific segmental body area

located in the distal limbs (hand, foot) of the upper segments

and lower.

This last one is of vital importance for obtaining good control and adjustment of the

motor act since:

It plays a fundamental role in the consolidation of the dominance of laterality.

It is an inherent factor of the space-time structuring and, therefore, to the

acquisition of basic motor skills.

DELINEATION

This project is aimed at the fifth grade three children of the institution

Valdivia educational, where the main focus will be on the study of the

needs that prevent students from having adequate coordination,

carrying out different activities, from August 30 to December 01

2017, to strengthen that problem.

SAMPLE

Directed to 28 fifth-grade students three of the Valdivia educational institution,

which include ages between 9 and 14 years.

SOLUTION TO THE PROBLEM

Education is a pedagogical action that must use different tools or

strategies to promote the development of skills, abilities, and processes

cognitive aspects that are linked to the multidimensional development of boys and girls. Thus

the same, aims at the development of motor, expressive, and

creatives from the body, which leads them to focus their activity and interest on the

movement, exerting a high influence on their school performance, in their

intelligence and affectivity, for this development to take place meaningfully it

You must take into account and take advantage of the fact that children are naturally curious and they

they value their bodies to investigate the world around them, they use movement to

represent what they think, feel, and as a way to express their reaction
in front of everything that surrounds them. Children need constant physical activity to

achieve good development of all their motor skills, for this reason it was carried out

the implementation of different activities that were designed and

they were implemented within the pedagogical strategy and in which there was involvement

great variability of games at each stage, achieving that children and

girls will participate in a dynamic and active way, and will be able to coordinate in the

different games acquiring safety and skills in their movements and in

different static and dynamic positions.

CONCLUSIONS

Coordination is a motor skill that defines action, to the extent that

a deficiency or anomaly in her development will limit or even prevent a

effective execution. Therefore, it is necessary to work on this in the early years of

primary education, since the functional improvement of body control will entail

acquisition of multiple motor skills of a utilitarian, playful or

expressive, which will be fundamental for the comprehensive development of our

students

In short, we are going to outline a series of didactic considerations about the

development of motor skills:

• It's never too early to start the work on them.

• Motor skills develop significantly between the ages of 6 and 12.

• The evolution of these qualities does not show significant differences.

between men and women.

• The work on motor skills must be multilateral and versatile.

• The development and quality of these qualities will be limited by experience.

child's motor

• The motor qualities form the basis of what specialists

they call motor intelligence.

• Finally, coordination exerts a strong influence on development.

basic physical abilities.

 BIBLIOGRAPHIES

ALVAREZ, C. [1983]: The preparation/tactics of football based on athletics.

Madrid: Gymnos
CASTAÑER, M Y CAMERINO.O Í1993} (2nd ed): Physical Education in the
primary education. Barcelona. INDE.
Muñoz, D. (2009). Coordination and balance in the field of Education
Physics. Activities for its development. Digital Magazine: efdeportes.com.