Juegos predeportivos en espacios reducidos (página 4)

(1 – What theoretical and
methodological assumptions underlying the treatment of
predeportivos games in the sport initiation? 2 – What is
the current state of implementation of predeportivos
games in baseball classes with children from 7-9 years in
school sports community Guáimaro? 3 – What
alternative predeportivos in tight games shape for
increasing the participation of children aged 7-9 years
in the classes of the community school baseball sports
Guáimaro? 4 – What is the feasibility of an
alternative predeportivos games in tight spaces to
increase the participation of children aged 7-9 years in
the classes of the community school baseball sports
Guáimaro? To be consistent with the previous
questions, it was considered necessary to perform the
following tasks: 1-To characterize the theoretical
assumptions underlying methodological treatment
predeportivos games in the sports initiation. 2-Determine
the current status of implementation of predeportivos
games in baseball classes with children from 7-9 years in
school sports community Guáimaro 3 – Shaping the
alternative predeportivos in tight games for the
increased participation of children 7-9 years in the
classes of the community school baseball sports
Guáimaro. 4-assess the feasibility of the proposed
predeportivos games in tight spaces by the criterion of
specialists. In this research, from a dialectical
materialist approach selected the following methods. The
theoretical level. Analysis and synthesis: to analyze and
synthesize scientific theories analyzed and the
development of the proposal and the literature and data.
1-induction and deduction: to establish generalizations,
to draw data and existing theory, characteristics and
fundamental relations of the object of study and figure
out how in terms of theory it is possible to use the
games in the initiation predeportivos sport to increase
participation of children of 7-9 years in groups of
baseball, to comply with the objectives in this age
group.The historical and logical: He allowed a
chronological analysis of the evolution of the game,
studied the most significant contributions of human
knowledge, in relation to the problem from the standpoint
of psychological, pedagogical, philosophical.2-Modeling:
to develop the alternatives and models in the process of
initiation in sports in baseball, depending on the
application of predeportivos games.Empirical
methods.1-The observation: It is used to evaluate the
performance of the indicators that define the problem and
the need for the proposal.2-The Interview: It applies to
managers of the community school sports, methodologists,
parents and teachers baseball community in order to know
the levels of dissatisfaction, information and
preparation for participation in the development and
implementation of predeportivos games.

3-The survey: Applies to children
and teachers in order to know the levels of
dissatisfaction, application and preparation for the
development and implementation of proposed predeportivos
games. 4 – Basis of specialists to verify the feasibility
of the alternative predeportivos games developed for
increasing the participation of children aged 7-9 years
in mass groups of the community school baseball sports
Guáimaro. Statistical-mathematical method.
Technical-percentage: to quantify the empirical data to
examine the results in the processing of collected data
and make generalizations about the problem and its
solution. Techniques and tools 1-Interview Guide: To know
the treatment they give the teachers community to the
opening of baseball content girders of their classes, as
it relates to predeportivos games in tight spaces, the
methods used for this purpose and local knowledge on the
employment of methods of games at these ages. In the case
of specialists to assess the proposal and the views about
it. 2-Guide survey: to determine the frequency, degree of
acceptance of predeportivos games, level of knowledge and
application by teachers in their classrooms play games
predeportivos especially in confined spaces.
 3-Guide observation: To assess the behavior of the
indicators in classes that teachers develop and test the
methodological approach that provide content about
predeportivos games in tight spaces. 4-Tables and graphs:
to process the data and express the qualitative
interpretation. New and current scientific research.
Practical contribution: is an alternative, happy
methodological procedures and actions that lead to the
practical orientation of teachers to ensure the
implementation of games, especially instructive
predeportivos through what sport initiation process in
the sport of baseball. New science: the thesis
contributes to the work taking place in the sports
community schools on the improvement of the work in
starting the sport at grassroots level, the alternative
predeportivos game means a change in the ways teachers
completing the basic work with future sporting talent
from the methods used, pending the completion of the
programs and integrates the playful to the process of
initiation. The topicality of the research lies in the
enforcement of appropriate solutions to be applied in the
preparation of technical staff, to achieve an efficient
work in the sport initiation and particularly in mass
groups. The thesis is structured as follows:
Introduction. This section reflects an overview of the
problem, theoretical and methodological design of
research and consulted the principal authors of which are
assumed concepts and postulates. Chapter I addresses the
philosophical, pedagogical, psychological, and learning
that support the games predeportivos treatment in
children aged 7-9 years in the sport initiation process
and the characterization and determination of the
application in games predeportivos spaces for sport
initiation in children aged 7-9 years in mass groups of
the community school baseball sports Guáimaro.
Chapter II: contains the structural design of an
alternative functional predeportivos games in tight
spaces to help increase the participation of children
aged 7-9 years in baseball massive groups, including
methodological suggestions to consider to implement

the alternative and the feasibility
assessment by criteria of specialists.It also includes
the overall conclusions, recommendations, bibliography
and appendices that illustrate the work.

CHAPTER: a methodological
theoretical assumptions underlying the treatment of
predeportivos games in the sports initiation.
 Chapter theoretically based empirical research
problem for this, we use the theoretical methods of
educational research, analysis and synthesis, and
analysis of documents to make a dialectical analysis of
the theories that relate to the problem. Besides
determining the current status of implementation of
predeportivos games in tight spaces in the initiation
sport to increase participation in children aged 7-9
years in school sports community Guáimaro.
1.1Caracterizar methodological theoretical assumptions
underlying the treatment of predeportivos games in tight
spaces for sports initiation in children of 7-9 years in
mass groups of the community school baseball sports
Guáimaro. SPORT: So let's move then to know the
concept about sport some authors define and especially
those that appear in the text Games Predeportivos shapes
and moves. According Cagigal, "is fun, spontaneous,
disinterested, in and for the year understood as
overcoming physical or self-employment and more or less
subject to rules. " For its part Diem, defines it as, "is
a game carrying value and reliability Practiced with
commitment, subject to rules, integration and
improvement, Ambitious of the highest results. " But we
take our work and taking into account some of the many
definitions given by authors from different points of
view, the following definition of sport which we are
pleased by its breadth, depth, timeliness and adequacy,
so it comes about our research the following concept. It
is a social action that takes place in a fun and
competition between two or more parties opponents or
against nature and the results is determined by the
skill, technique and strategy. Is competitive and is
institutionalized, or are governed by regulations, this
regulation is controlled by official agents and is
organized by a certain structure and governmental
institutions or NGOs, this activity is not necessary for
human life, so it responds to intrinsic and extrinsic
motivations of the individual who practices it.
Community. Environmental physical space is defined
geographically, where takes place a system of
interactions and socio-economic policies that produce a
set of interpersonal relationships on the basis of needs.
This system is a carrier of traditions, history and
identity expressed interest in identifying and sense of
belonging that make the group that includes the others.
As part of the community is the sport for which the INDER
in Cuba has created a structure at EU level, to meet the
needs of people in a popular council called community
school which offers various services within the terms of
Culture Physics. SPORTS INITIATION If we consult the
dictionary, initiation means start doing something, and
sports belonging or relating to sport as the sport
initiation according to the dictionary: "to begin work or
related aspects of the sport." Some years ago, Jolibois
(1975), quoted by Anton (1990), performs one of the first
definitions of sport initiation. For he will be "learning
the routines necessary for the practice of each sport,"
adding that the school will represent a good learning
period should not be missed. A few years later, Alvarez
del Villar (1987: 677) adds that "the commencement in any
sport should seek a broad training base on which to base
a subsequent peak performance." Following the period
involved this stage, Blázquez (1986: 35) defines
the sport initiation as "the period in which the child
begins to learn specifically the practice of one or more
sports." Other authors see this period more broadly,
understanding that the sport initiation should start over
7-8 years, when purchase of some basic physical skills or
preparatory stage to the real start in the specialty
sports should be about 10 years (Romero Cherry, 1989).
Delgado Noguera (1994) interprets the sport initiation as
the time in which a person is learning specific skills or
a particular sport. Despite the criteria and help me by
each author postulates there is a clear coincidence is
that all refer to the sport initiation must occur before
the onset of puberty. For example, Anton (1990: 21) "is
necessary to ensure a series of gestures, harmonic and
balanced with an understanding of the concepts of the
game, defining or representing the same structure of
these ages to be able to deal calmly in time, the crisis
of puberty. " In any teaching-learning process of any
activity in general and sport in particular, the subject
or athlete must evolve through a series of stages in
which going to be learning and developing various content
(physical, technical, tactical or psychological) adapted
both biological and psychological characteristics. In
this way will progress in their sport in a serious,
rational, educational, and efficient scheduled and
avoiding early specialization and improvisation. The
sport will involve initiating the first contact of our
students with a / os specific / s sport / s. Therefore,
the foundation will be the basis on which we are to
"build" the training of athletes. It is clear that this
phase may determine the future work to be done, because
if it is not appropriate due to excessive physical or
psychological demands (inappropriate content,
specialization too early learning motivation or lack of)
training of these young athletes will suffer severe
limitations. For all the above and then found a deep and
thorough analysis of the principles, theoretical concepts
assume reviewed and analyzed as a concept sports
initiation in our work the following : It is the
teaching-learning process, followed by an individual, to
acquire practical implementation capacity and knowledge
of a sport.  We rely on the criterion of (Hernandez,
1986) suggests that knowledge of a sport at this stage
extends from the individual makes contact with the sport
until it is able to play with relevance to its functional
structure. Massiveness:  Adjective comes from the
massive, according to the dictionary of the Spanish
language refers to something that is small, or is made in
large quantities, second to some of the human body or on
it, such as mass demonstrations, mass participation etc.
. In our research is applicable with regard to the mass
of humanity, given that the sporting activity in question
is the massiveness of a child for a sport, which
presupposes a period of massive deportations, which in
our case is assumed as part number of children in the
initiation of baseball. Importantly, this fact is, the
massive participation of children in the initiation of
sport is a prime indicator of the initiation as it
enables teachers to first ensure a successful selection
of children for prospective groups, based on a large
number of participants, ensuring the evolution and
development of a greater number of children in sport,
ensuring the improvement of physical conditions and not
only technical but also on their overall health,
increasing the quality of life participants. Of these
groups is where the talent comes in the future will
become the representatives of the sport in the country,
fulfilling a d Fidel's ideas since the beginning of the
revolutionary triumph: the massive people's right
sport.

HISTORICAL EVOLUTION OF THE GAME
Mammals play to hunt in groups, define hierarchies,
explore, divide labor, canines, among others. The game
between mammals (cats, aquatic primates) is based on
imitation and exploration by trial and error. In mammals
there is an absence of symbolic play. Chimpanzees and
other primates have the ability to use representations,
could for example use some words, but not on them any
form of symbolic play. The Game of the chimpanzee has the
same characteristics as that of all mammals. The
emergence of symbolic play occurs only in human children,
along with language-inherently symbolic. This type of
symbolic play on representations made and not real
things. The cave paintings are the first example of
symbolic play. Prehistoric men used them to act on the
animals through their representations. Symbolic play is
clearly present in all normal children from 2 years old.
This is present when a child takes a rock and plays with
it like a car. This child is playing with the cart, not
the stone. Moreover, recently, are appearing very serious
studies focused on symbolic play (Ortega, 1991, 1992)
that highlight their importance to the child or the child
organize their knowledge about the world and others. In
humans, after the emergence of symbolic play at age 2,
began a phase of social game in which children play more
and more among themselves and with adults, using the
language. This social play increasingly requires the
establishment of agreements and finally ends in the
formal game, whose essential characteristic is that it is
a game with clear rules. The game of marbles (ball nail)
are an excellent example of children's games with rules,
about 6 years old. In the history of the human species is
likely to appear formal game after settling a result of
agriculture and writing. In the formal game the object of
the game are the rules themselves, not representations.
Thanks to this ability to establish rules and play within
them the human species has been building as the key
games, science, religion and democracy. Creating games
with rules is the essence of the evolution of
civilization. From age 7 children can use rules to
manipulate objects, interact socially or to generate
knowledge, the three basic uses of the game and rules.
Tracing the origins of the games may reveal their
contribution to the human species. No humanity where
there is no game. It is something that anthropologists
have discovered us, and if we think that the game is tied
to children, deepening about him come to consider the
role of children throughout history and in different
places occupied by the game and work. The work of
Caillois (1958), Leif and Brunelle (1978), Vygotsky
(1979, 1984), Elkonin (1980), Piaget (1984.1985), Bruner
(1989) and Ortega (1990, 1992), among others, and is
posited. Reflecting on the play of children is always an
opportunity to deepen their personality and get closer to
deciphering its development. Even Plato said: "By
teaching young children Assist with any game and you will
see more clearly the natural tendencies in each of them"
(Cratty, 1984). And since then, there have been many
philosophers, educators, psychologists, anthropologists,
historians have focused on assessing the game from their
different perspectives. As today think most educators we
believe that childhood is not a simple step to adulthood,
but has value in itself and play its driving force. We
now know that there are keys that will be the man of
tomorrow. Freud already said that "every man is his
childhood." If we agree, that this stage is crucial in
building the individual and the game is what
characterizes childhood, we have a fundamental reason to
establish its relevance to their use in schools. And, at
this point, we must ask ourselves what the game needs to
develop in areas of sports. M. Vaca (1987) insists that
three conditions are essential: time, space and security
framework. And add that it is fundamental change in the
mentality of the teacher to take you to restore the
educational value of the game without becoming, as
claimed by Bruner (1989) 'Engineer Child Behavior. "
These statements provide incentives for the development
of our research that offer to teachers in the community
school baseball Guáimaro a triad of games, which
will become clear tool for the development of sport
initiation process in children aged 7 – 9 years old in
baseball, for the satisfaction and viable solution of a
problem through our proposal. Conceptualizing GAME
Etymologically, the researchers report that the word play
comes from two Latin words: "iocum and ludus-ludere" both
refer to joke, fun, joke, and are often used
interchangeably with the term recreational activity. $ 4
will have set countless definitions about the game, well,
the dictionary of the Royal Academy sees it as a
recreational exercise subject to rules in which one wins
or loses. However, the polysemy of it own and the
subjectivity of the different authors imply that any
definition is not just a playful approach to the
phenomenon in part. We can say that gambling, like any
sociocultural reality, it is impossible to define in
absolute terms and definitions that describe certain
characteristics. Despite the above mean pausing to
consider some definitions of the game reflect the views
of several authors, highlighting the importance attached
to it by what you intend to highlight why we chose this
topic to our investigation, expression of the importance
of this medium to transmit knowledge about sports. The
criterion that we offer Johan Huizinga (1972) thinker who
developed and wrote one of the most comprehensive
theories and serious about the game, he points out that
the game is a "voluntary activity or occupation is
conducted within certain limits of space and time
attending to rules freely accepted, but unconditionally
row which has its aim in itself and is accompanied by a
feeling of tension and joy. " From this theory we can
draw the game has a nuance that makes itself while we may
feel different sensations tensions and joys incredible.
The game is fun and always involves the active
participation of the player, but always respecting a set
of rules that enable acquisition of certain rules of
behavior in children hence its educational effect,
exerting great influence on the child's psychological
development as it contributes to the formation of his
personality. Among the most popular conceptualizations
aim as follows: According to Huizinga (1987), Team sports
text, "the game is an action or voluntary activity,
conducted in certain fixed limits of time and place, as a
rule freely accepted but absolutely imperative , provided
with an end in itself, accompanied by a feeling of
tension and joy and consciousness to be otherwise than in
real life. The game is the origin of culture. " On the
other hand, in the same text, Lin Yutang define the game
as follows: "What defines a game is played without
reason, and that there should be no reason to play. Play
is reason enough, in which he is the joy of free action,
unhindered, with the direction the player wants to give,
as it resembles the art, the creative impulse. " Russell
Alnolf and concerned about the significance of play in
children "children's game is seen as a
pleasure-generating activity that is not done for a
purpose external to it but for itself." Gutton, P (1982):
It is suggested that a privileged form of expression for
children. In children, the game is an important element,
essential in the game externalize feelings like pleasure,
satisfaction in making something desired, allowing the
exchange of the child with objects, with the media and
himself, since through the game energy overflow by A.
VZaporozhete. "The game is the first form of activity
available to the child who assumes a constant
reproduction and refinement of new movements." From this
point the game becomes invaluable particularly for
children, as a wonderful charm that invites everyone to
run through their practice children acquire, develop and
refine motor skills. Games adorn and enrich the lives of
children, are happier with him, understand and adapt to
the reality that surrounds them. Terry Orlieck (1900)
describes the game as the magical kingdom of children
"and says" Playing in an ideal medium for positive social
learning because it is natural, active and highly
motivating for most children. It follows from the
following question What kid does not like to play?, For
them the game is a sacred action without knowing the way
to life, because there are many features that
characterize it and make it special. About This Johan
Huizinga (1968) describes. The main feature is that it is
free, is freedom ", noting that it presents, as a leisure
activity, leisure determined by a time limit, making it
possible to simultaneously creates order and is order.
Huizinga also states that: "The game press releases,
snatches and enchants." This is reaffirmed by Cagigal, JM
(1996): to define the game as a free action, spontaneous,
selfless and ordinary that occurs in a temporal and
spatial limitations of normal life, according to certain
rules, set or improvised, whose element information is
the tension. As follows from the criterion of the child
to play the game describes the world and by inserting in
the social environment because according Verdu Medina
(1987 "Learning to play is learning to live." Gerngross
Vsevolodsri other hand, report that the game is a "social
practice varied activity is active play any phenomenon of
life, partial or total out of real practical situation.
The social significance of the game in the early stages
of human development, lies in its role collectivist.
"Chateau (1955-56) reaffirmed the approach of the authors
mentioned above, by emphasizing the moral value of the
game considering it as" a moral pleasure " arguing that
the game is subject to certain rules that are more or
less stringent. The implementation of the same moral
satisfaction occurs in children because they consider the
game as a serious matter that involves self-affirmation.
Also Gkoin (1978) reaffirms the above criteria by stating
that the game is a source for moral development and the
rules that appear in the foundation of human
relationships as well enabling children play children's
collective training, encouraging independence and
positive attitude towards working children. Notably, the
game will not only contributes to the formation of
certain moral qualities, the game also encourages the
child's intellectual environment. J. Piaget (1959)
established one of the most elaborate ideas about the
game within the framework of the intellectual
intellectual development without taking into account the
role exerted by this transformation. In this regard
Piaget emphasized that the child-oriented games known to
the unknown, the incomprehensible to understand for him,
the game was the expression of a thought back to a weak
stock or would be enhanced by the child's links
environment, and furthermore VA Niedospasova (1972)
highlights "Through play intellectual operations are not
developed in isolation, but dramatically changes the
position of the child into the world around them and
creates a mechanism for positioning and coordinate their
views with other possible points of view, precisely this
change I will have the possibilities and ways of thinking
over to a new level for the formation of new intellectual
operations. " Brunner (1972) also appreciates the
significance of the game for the intellectual development
noting that in the course of play may arise such as
combinations and focus on their qualities, which may lead
to further use of learning as a tool to solve a task.
Oscar A. Zapata (1968) reinforces our view of the
extraordinary importance of play for children in their
comprehensive development, saying. "Just remember that
the vital activity of the child is the game to understand
that well-targeted are school learning through games
engines, achieved significant learning that will develop
the cognitive factors, affective and social." This games
not escape the sport initiation we add, which are
inexhaustible in the establishment of these
contradictions between what is learned and new to learn
and change of positions in which the child reaches
predeportivos games. Zapata, also emphasizes that "It is
interesting to note that the possibility for the teacher
to create the link between the material learned and the
student's background can be achieved in the most natural
and simple game through teaching, children receive the
greatest number of spontaneous learning experiences for
the game. As the game is an ideal operative tool for the
teacher to make meaningful learning in their students. "
In conclusion, many studies have been around the games,
however there is no precise definition that can encompass
all that it stands the game, especially in the lives of
children. The game features a complex, varied and rich
content that makes it impossible to offer a comprehensive
view of their nature, taking into account the influence
in disparate areas of activity of man.  These and
other authors include in their definitions a number of
characteristics common to all views and to which we
joined because its premise for our research from the
conceptual point of view, where the most representative
are: The game is a free activity: it is a voluntary
event, no one is forced to play. It is located in a
limited space and in a predetermined time constraint or
improvised at the time of the game. It has an uncertain
nature. As a creative, spontaneous and original, the
final outcome of the game is constantly fluctuating,
which motivates the presence of a pleasant uncertainty
that captivates us all. It is a manifestation that has an
end in itself, is free, disinterested and
inconsequential. This feature will be very important in
children's play and that does not permit any failure. The
game takes place in a world apart, fictional narrative is
like a game with action, away from everyday life, a
continuous symbolic message. It is a conventional
activities is the result of a social agreement
established by the players, who designed the game and
determine its internal order, its limitations and its
rules. Moreover highlight around the game that is the
most important learning environment for children in early
ages. With practice the game, students will always be
much more motivated and willing to perform the different
activities that raise, that if we use static and boring
as situations have been used in traditional teaching of
the sport. In the field of E.F. and sport, the game
engine will be the way in which we will work not only
different skills but will also be an excellent tool to
work in cognitive and social (Fuster, 1996). The skills
and develop motor skills starting with the simplest such
as perceptual, we will work through simple games to
complex as the generic or specific, developed using
complex games, including games predeportivos.