Inclusión en la educación física estrategias docentes para su  efectiva aplicación

Vicente Anderson Aguinda Cajape

doi:10.56200/mried.v4i1.11305

Authors

Vicente Anderson Aguinda Cajape Universidad Técnica de Machala. Machala-Ecuador https://orcid.org/0009-0000-5910-2237

DOI:

https://doi.org/10.56200/mried.v4i1.11305

Keywords:

inclusion, physical education, teaching strategies, cooperation, motivation

Abstract

School Physical Education faced the challenge of ensuring the effective inclusion of all students despite persistent attitudinal, methodological, and resource barriers that limited their equitable participation. The study aimed to analyze the implementation of teaching strategies for inclusion among second-year high school students in an educational institution in Quito, identifying their effectiveness and the perceived barriers in the teaching-learning process. A non-experimental quantitative approach was applied with 39 students through a Likert-scale questionnaire validated by experts and analyzed using descriptive statistics. The results showed positive perceptions regarding respect, cooperation, and motivation, although slight barriers to full inclusion persisted during competitive activities. It was concluded that inclusion requires transforming teaching practices toward cooperative models, strengthening professional training, and implementing sustainable institutional policies with adequate resources and ongoing teacher development.

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Author Biography

Vicente Anderson Aguinda Cajape, Universidad Técnica de Machala. Machala-Ecuador

Universidad Técnica de Machala. Machala-Ecuador

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