Contextualized Ludotechnical Model: A Methodological Strategy to Energize Physical Education Teaching in Ecuador

Abstract

Ecuadorian Physical Education requires active methodologies that surpass traditional instruction. The ludotechnical approach, by integrating technique and play, emerges as an inclusive and curriculum-aligned alternative to promote meaningful learning, motivation, and active student participation. The study aimed to propose a contextualized ludotechnical model as a methodological strategy to enhance the teaching of Physical Education in Ecuador, theoretically and curricularly grounded. A documentary review of scientific sources and the National Physical Education Curriculum was conducted, analyzing its coherence with the ludotechnical methodology. The contextualized ludotechnical model structures the class in four stages: activation, core task, inclusive variation, and reflective closure. This structure aligns technique, inclusion, and formative assessment, articulating the Ecuadorian curriculum with a playful, meaningful, and scientifically supported pedagogy. The ludotechnical approach is consolidated as a curricular pedagogical model, establishing an inclusive methodological paradigm that integrates technique, play, and equity in Ecuadorian Physical Education.