Efectos de un programa de juego motor estructurado sobre la autoeficacia motriz y componentes de la condición física en escolares

Introduction: It has been shown that ludic methodologies or methodologies based on structured motor play could improve motor self-efficacy and some components of physical condition compared to conventional methodologies. Objective: To analyze the effects of a structured motor game program on motor self-efficacy and components of physical condition in schoolchildren. Methods: Experimental study, where 12-13 year old students from two schools participated. Random sampling was carried out, forming a control group that took conventional physical education classes in accordance with the structure declared in the curricular bases of the Chilean educational system, and an experimental group that took structured motor game classes, each with 17 participants. The motor self-efficacy scale was applied, as well as the Alpha Fitness battery before and after 4 weeks of intervention. Results: control and experimental group had significant changes in the motor self-efficacy variable (p=0.001; TE= 1.14 and p=0.006; TE=0.65, respectively), however, in the physical condition components Changes were only observed in the experimental group in the waist circumference variable (p=0.041; TE=0.06). Conclusion: This investigation revealed that there is a statistically significant effect on the motor self-efficacy variable, both in the control group and the experimental group, on the other hand, there were no statistically significant changes in physical fitness and its components. Introducción: Se ha demostrado que las metodologías lúdicas o basadas en el juego motor estructurado podrían mejorar la autoeficacia motriz y algunos componentes de la aptitud física en comparación con las metodologías convencionales. Objetivo: Analizar los efectos de un programa de juego motor estructurado sobre la autoeficacia motora y componentes de la aptitud física en escolares. Métodos: Estudio experimental, donde participaron estudiantes de 12 a 13 años de edad de dos escuelas. Se realizó un experimento aleatorizado, conformado por un grupo control que tomó una clase de educación física convencional de acuerdo a la estructura declarada en las bases curriculares del sistema educativo chileno y un grupo experimental que tomó clases estructuradas de juego motor, cada una con 17 participantes. pantalones. Se aplicó la escala de autoeficacia motora, así como el test alfa físico antes y después de 4 semanas de intervención. Resultados: el grupo control y experimental presentaron cambios significativos e