Impact of Cooperative Games on Gross Motor Coordination in Elementary School Students

Abstract

The main objective of this research was to determine the level of gross motor coordination and analyze the relevance of cooperative games as a pedagogical strategy for strengthening it in primary school students at the Ciudad de Paute Educational Unit. The methodology was developed using a quantitative approach, with a non-experimental design, descriptive scope, and cross-sectional nature, since the measurement was taken at a single point in time without manipulation of variables. The technique used was structured observation, applying the 3JS motor coordination test, consisting of seven tasks performed consecutively (jumping, turning, throwing, kicking, slalom running, slalom bouncing, and dribbling), rated on a qualitative scale from 1 to 4 points (1 = immature execution; 4 = optimal execution). The study population consisted of 98 fourth, fifth, and sixth grade students, aged between 8 and 10 years, comprising 34 females and 64 males. The results showed a heterogeneous motor profile: strengths were observed in throwing (M = 3.32), object control (3.13), jumping (2.95), and locomotor coordination (2.91), indicating above-average performance. In contrast, the most significant weaknesses were identified in dribbling (1.54), ball handling (1.48), and hand coordination (1.54), reflecting immature execution associated with limitations in hand-eye and foot-eye coordination. It is concluded that it is necessary Implement cooperative game-based programs, specifically designed for handling moving objects, to reduce performance gaps and promote comprehensive and inclusive motor development.