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Abstract
School Physical Education constitutes a key setting for motor, social, and emotional development during adolescence. In this context, play-based motor strategies can promote meaningful experiences of participation, enjoyment, cooperation, and interpersonal bonding, dimensions that are closely associated with teamwork. The aim of this study was to analyze the relationship between play-based motor strategies and teamwork among upper basic education students aged 12 to 16 at Eugenio Espejo Educational Unit in the city of Cuenca, Azuay Province. A quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope was conducted. The sample consisted of 196 students from the eighth, ninth, and tenth grades of upper General Basic Education. For data collection, a sociodemographic form, the Questionnaire for the Study of Meaningful Physical Education (CEEFcS), and the Cooperative Learning Questionnaire (CAC) were administered. The results showed high levels in perceived play-based motor strategies (M = 3.60; SD = 0.81; ? = 0.971) and in teamwork (M = 3.80; SD = 0.83; ? = 0.952). In the CEEFcS, eleven dimensions reached a high level, and only the participatory teaching style showed a medium level (M = 3.21). In the CAC, all dimensions were at a high level, with individual responsibility standing out (M = 4.04). In addition, positive and significant correlations were observed between all dimensions of both instruments (p < 0.001), with the association between total scores being the highest (r = 0.769). It is concluded that they demonstrate clear pedagogical relevance.
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