Improvement
of
the
Physical
Education
teacher
of
the
higher level for the prevention of porter drugs

Abstract

In this work the main ideas of the authors on the permanent improvement of the Physical
Education teacher of Higher Education in the prevention of porter drugs through the
game were synthesized. It was based on a diagnosis of the knowledge of the subject that
confirmed
insufficiencies
of
the
overcoming
process,
the
limited,
empirical
and
unsystematic treatment of the subject was verified, in the bibliography and consulted
investigations. Its objective was: to propose a model of permanent improvement for the
Physical
Education
teacher
of
Higher
Education
for
the
prevention
of
porter
drugs
through
the
game.
Postgraduate
education
was
assumed
from
the
perspective
of
permanent
training,
various
theoretical,
empirical
and
statistical
methods
and/or
mathematical processing were applied. The development of the stages corresponding to
the
diagnosis,
implementation
and
evaluation
of
the
model
through
various
forms
of
proposed overcoming are shown as a way of solving the indicated problem, considering
the participation of teachers to identify the potentialities of the application of the model
in
the
specific
conditions
of
the
specialty
under
study.
The
model,
according
to
the
experts, is evaluated as relevant.

Keywords: improvement, prevention, porter drugs, game, Physical Education.

Introduction

The
university
of
the
21st
century
must
face
challenges
that
are
demanded
by
the
profound transformations imposed by the knowledge society; in which the professional
role
of
the
teacher
acquires
a
greater
connotation
as
driving
agents
of
cultural
development from providing multiple solution options to socio-professional problems
that are urgently needed at each moment. Higher Education in its system conception
acquires
great
significance
in
contemporary
times,
therefore,
it
shows
essential
transformations, as a synthesis of the existing relationship between university-society, in
this sense, to maintain high levels in the professionalization of human resources, it is
required promote the process of permanent professional improvement in the multiplicity
of contexts where university students work.

The improvement of human resources, for their work performance has been a policy of
the Cuban Revolution. Since the First Congress of the Communist Party of Cuba, it was
established
as
a
premise
to
prepare,
improve
and
train
workers
and
cadres
with
the
necessary qualification to assume the responsibilities that economic, social and scientific-
technical development demands. In this regard, it is about training a teacher with a broad
profile,
whose
modes
of
action
are
in
correspondence
with
the
characteristics
and
development
of
the
society
in
which
he
works.
Related
studies
provide
valuable

experiences on the subject of improvement from different angles of research are: Bernaza
(2018); Castro, et al. (2020); Suárez, et al. (2021); López and Rojas (2021) all require the
following ideas:

Emphasis is placed on renewal, resizing and knowledge where you learn to identify new
problems in the profession, its practice, the exchange of best practices and experiences,
you learn to learn and undertake with a high degree of autonomy and creativity, process
in which experience and experience occupies an essential place.

In the opinion of the authors, the conception implies an update of the contents, study
programs and adequate use of technology for educational purposes, an improvement in
the quality of teaching from the increase in permanent improvement. In this sense, the
need to produce changes in whose essence are the transformations of the roles of the
protagonists, in the learning object, in the levels of learning interaction, in knowledge, in
curricular
design,
orientation
of
the
process
is
considered.
educational
teacher
and
evaluation. (Bernasse, 2018)

This research recognizes that the teaching of Physical Education is a potential within the
university context for preventive work, as it is a pedagogical process aimed at maximizing
the physical performance capacity of future professionals, making them more resistant
and healthy, with a high development of their physical and mental qualities, with a great
productive and
competitive
disposition
in
service
of
the
development
and
defense of
society. Associated with the above, this discipline in university education enables the
development
of
gaming
activity
in
its
fundamental
settings
(class,
sports
for
all
and
physical recreation, specifically extension work).

In Physical Education through the game, various motor actions are combined, if it starts
from a reason close to reality, students have a great horizon to display creativity, motor
skills and of various types, to develop socialization among others reasons. Games enable
the
development
of
educational
values,
encourage
respect
for
rules,
overcoming
difficulties,
the
ideal
way
to
acquire
bodily
skills,
without
forgetting
their
high
motivational capacity. For all this, games are useful activities to get to know those who
play and propose actions, in the case of education, that exceed new curricular objectives.

In the same way, actions aimed at preventing the use of porter drugs should be related as
a preventive activity at this educational
level. According to Rodríguez and González
(2005) at the V International Virtual Congress on Education, drugs are classified as legal
or porter and illegal, they can also be natural or synthetic and medical or non-medical. In
this
regard,
in
his
analysis,
porter
drugs
are:
cola,
tea,
coffee,
tobacco
and
alcohol.
Therefore, based on the needs that are manifested in Physical Education teachers in the

prevention of porter drugs through play and as a response to the limitations that they have
in this sense, this research is carried out.

The
present
work
addresses
the
permanent
improvement
of
the
Physical
Education
teacher for the use of games in the prevention of porter drugs; the knowledge of these
teachers
on
the
subject
is
diagnosed,
noting
some
insufficiencies:
the
teacher
in
his
undergraduate studies receives information about the games, their types, demands, but
does not consider it suitable for this level of teaching, to this is added that in The study
plans
take
into
account
work
with
physical
abilities,
but
work
with
games
is
not
encouraged to develop these abilities or for a preventive, inclusive and training purpose,
it is used only for competitive or entertainment purposes, teachers they use games to
motivate in the absence of sports equipment, however, prevention actions are limited to
talks on certain topics.

The extra class tasks are only directed to physical exercise for health, without taking into
account the training in aspects such as health promotion, quality of life, interpersonal
relationships, the formation of values, that is, the game for the sake of the game. same.
Within the class, sports are worked on, addressing the technical and tactical fundamentals
of each one of them, helping the student to get to know the sport, the class is directed
towards merely practical actions, in the sports for all scenarios and extension work, the
teacher has few knowledge to manage to plan and execute activities aimed at prevention,
on the other hand there are increasing numbers of students who currently show deficient
social behaviors and practices harmful to health are considerable.

The teaching of Physical Education, due to its characteristics, constitutes a potential in
preventive
activity,
however,
this
issue
is
not
taken
into
consideration,
losing
the
possibility of treating these vulnerable groups. The contradiction is in the aspiration to
train the graduate with a general physical culture, physically and mentally prepared, on
the other hand, the potential of Physical Education, specifically games, are not taken
advantage of; which implies a need to address improvement in this aspect.

To solve this problem, the following objective was formulated: to propose a model of
permanent improvement of the Physical Education teacher of Higher Education in the
prevention of porter drugs through play.

The research has a territorial scope and is of great importance because it enhances the
game activity from Physical Education classes to prevent the use of porter drugs in higher
level students.

Materials and methods

From the theoretical level:

Systemic-structural: It was applied for the structuring of the model, the contextualization,
the delimitation of the stages and scenarios, the selection of the content in the forms of

improvement, the methodological procedures in each one of them and achieve reflection
and production of experiences to reach the desired state.

Analytical-synthetic:
it
allowed
to
understand
the
essence
of
the
identified
problem,
analyze and process the theory about the foundations of the permanent improvement of
the Physical Education teacher of Higher Education in the prevention of porter drugs
through the game, the determination of the characteristics of overcoming; the analysis of
the results of each phase of the pre-experiment; as well as the elaboration of partial and
final conclusions.

Inductive-deductive: it allowed the determination of the particularities of the permanent
improvement of the Physical Education teacher of Higher Education in the prevention of
porter
drugs
through
the
game;
Through
deduction,
conclusions
are
reached
and
the
contents of improvement are established.

Modeling: it was used to model the general structure of the thesis and the establishment
of relationships between the different aspects that make up the proposed model for the
permanent improvement of the Physical Education teacher of Higher Education in the
prevention
of
porter
drugs,
with
the
objective
of
achieve
an
interpretation
of
the
regularities
and
properties
of
the
phenomenon
through
dimensions
whose
indicators
respond to the problem posed

From the empirical level:

Document analysis: it was used to deepen how the normative and legal documents reflect
the particularities of permanent improvement of the Physical Education teacher of Higher
Education in the prevention of porter drugs through play, in the review of the responses
to
the
activities
and
workshops
to
verify
the
transformations
operated
during
the
implementation of the proposed model.

Observation: it was carried out in the activities carried out by teachers of the Physical
Education department in the fundamental scenarios of Physical Education (classes, sports
for
all,
extension
work),
before
and
after
applying
the
pre-experiment
to
verify
drug
prevention treatment. goalkeepers through the game.

Interview: it was applied to past and current managers of the Department of Physical
Education of the Central University "Marta Abreu" of Las Villas (CULV), to complement
the information related to the field of action of the research and take into account criteria
and suggestions. On the other hand, it helps to investigate, collect information that helps
confirm the results of other methods.

Survey:
it
allowed
obtaining
information
about
the
improvement
carried
out
by
the
teachers,
the
organizational
forms
that
they
consider
appropriate
according
to
their
particularities, as well as the needs for improvement in the prevention of porter drugs
through play.

Pedagogical test: it was applied to the teachers of the Physical Education department that
constitute the sample, in the stages of diagnosis and evaluation of the instrumentation and
implementation
of
the
model,
for
the
determination
of
potentialities
and
needs
for
permanent improvement.

Pedagogical experiment: in the pre-experiment modality, it made it possible to verify in
practice the quantitative and qualitative changes in the permanent improvement of the
Physical Education teacher of Higher Education in the prevention of porter drugs through
play.

Expert criteria: it was applied to
assess the
model
of
permanent
improvement
of the
Physical Education teacher of Higher Education in the prevention of porter drugs through
the game.

Data triangulation: it allowed determining regularities, contrasting the data obtained in
the application of different applied instruments and arriving at generalizing conclusions
from established dimensions.

From the statistical level:

Percentage analysis: the data obtained in the stages corresponding to the diagnosis were
interpreted,
as
well
as
for
the
analysis
of
all
the
quantitative
information
of
the
investigation and in the evaluation of the effectiveness of the model.

Descriptive
statistics:
to
characterize
the
behavior
of
the
indicators
and
illustrate
the
results achieved in the permanent improvement in the prevention of porter drugs, through
the use of games, before and after the implementation of the proposal.

Results and discussion

Research developed by Da Costa, et al. (2017); Tauler LaO, et al (2019); Bernate, J.,
Bejarano, B., and Cardozo, D (2020); Castro, et al (2020); Suarez et al. (2021); López
and Rojas (2021) specify the main shortcomings that arise in the permanent improvement
of
teachers
and
define
the
main
problems
in
terms
of
decontextualized
improvement
projects, methods used that do not stimulate learning based on reflection on the problems
and
the
solutions
in
the
school
context,
proposals
that
do
not
stimulate
research
and
creativity,
limited
articulation
of
the
different
forms
of
improvement,
poor
systematization of communication skills and uninteresting proposals for teachers.

The Physical Education teacher, given the characteristics of the subject he teaches, has
historically become a leader within the pedagogical group, due to his great popularity
within the school environment, he is the right teacher to develop an educational task in a
unique way that could well contribute to the education system. preventive work; Seek that
individuals live with the different environmental and social pressures, but can do so in a

healthy
way.
For
this
reason,
it
is
necessary
to
consider
Physical
Education
as
an
indispensable space through play, to achieve the prevention of porter drugs, in the current
Cuban University.

At present a problem is presented, the university professor faces a scenario with students
electronically over stimulated, a marked tendency to participate less and less in physical
activities, the current technological and scientific progress is directed more and more to
the automation and mechanization of jobs in which a great physical effort is no longer
necessary. The use of new technologies and household electronic devices, among others,
are proof of this by making it less necessary to perform certain physical work.

In
this
direction, the
passive nature of
free time, the
use
of
new technologies, social
networks, watching television, using video games, among others, leads to the existence
of a double problem: physical inactivity and sedentary lifestyle, both linked to practices
harmful to health, thus arise vulnerable groups that can reach the misuse of drugs. Faced
with this scenario, universities face the challenge of planning and developing curricula
that respond, on the one hand, to promoting specialization and postgraduate studies in
Physical Education, Sports and Recreation, on the other; update and innovate the contents
of the study plans, thus helping to respond to these generational demands.

At the same time, the educational context and especially Physical Education conditions
the game as the ideal means to contribute to promoting health and the prevention of
addictions. One of the causes, the pedagogical tradition of many years, the game for
competitive
purposes,
winning
or
losing,
a
deep-rooted
pedagogical
tradition,
the
predominance of sport or the devaluation of the game. The preponderance of certain ways
of
approaching
Physical
Education,
make
up
a
veil
that
prevents
or
hinders
the
recognition of the knowledge of the game, of playing, of the playful, as arguments to
address or contribute to content such as the prevention of porter drugs from this discipline
through the game.

It is necessary to achieve a comprehensive physical educational approach within Physical
Education which has a preventive purpose that includes as contents, objectives, learning
activities and evaluation activities, not only the development of skills and abilities, but
also training activities.

Derived from the analysis of the instruments and methods applied, it can be commented
that the pedagogical experiment is carried out accompanied by the interview and the
observation of Physical Education activities in the fundamental scenarios (class, sport for
all and physical recreation, specifically the extension work) is triangulated information
and get results. The pre-experiment with a pre-test and the post-test analyzing the teacher
from the cognitive, procedural and attitudinal point of view.

Figure 1. Results of the pretest.

The information obtained is triangulated and provides the following regularities:

1. The teachers are committed to the Cuban educational policy, they show willingness
and
interest
in
improving
themselves
to
strengthen
the
role
of
Physical
Education
to
promote health and prevent drug addiction.

2. Teachers have little knowledge about the role of Physical Education to promote health
and prevent addiction to drugs.

3.
Generally
the
organization
and
direction
of
the
pedagogical
process
lacks
the
conception of formative activities where the overcoming in the prevention of porteral
drugs through the game is achieved.

4.
Teachers
have
little
knowledge
to
achieve
the
prevention
of
porter
drugs
in
the
fundamental scenarios of Physical Education.

5. Teachers have knowledge about the concept of drugs, although they confuse legal drugs
with
illegal
drugs
with
an
emphasis
on
caretakers;
poor
skills
to
plan
and
execute
prevention activities through play in the fundamental scenarios of Physical Education.

After analyzing the results of the data and expressing the regularities, it is pertinent to
determine the following needs:

• A process t
hat favors the improvement of the teacher from the knowledge, procedures
and attitudes to give treatment to the prevention of porter drugs through the game, with
an interdisciplinary character where different areas of knowledge are related to achieve
learning.

• The elaboration of a model that contributes to the professional improvement of the
Physical Education teacher of Higher Education in the prevention of porter drugs through
the game and guarantees its treatment from the pedagogical process.

Faced with these needs, the majority criterion that underlies the literature is kept in mind,
they agree in exposing the model, a simplified representation of reality, an interpretive

scheme,
it
fulfills
a
purpose
in
the
scientific
field
and
is
not
definitive.
During
the
investigative process, the definition provided by De Armas et al. (2003), which states: it
is
a
general
construction
aimed
at
representing
the
functioning
of
an
object
from
a
theoretical understanding different from the existing ones. This definition fits the object
of study of this research. (Rodríguez, 2014; Fernández and Calderón, 2016; Aguiar and
Rodríguez, 2020).

The
proposed
model
presents
a
field
in
development
that
requires
the
professional
improvement of the Physical Education teacher with a social, motivational and attitudinal
approach
that
meets
their
professional
context.
It
contributes
to
the
development
of
abilities
of
the
teacher
of
this
discipline
to
conceive
in
the
pedagogical
process
the
prevention of porter drugs through the game, it also modifies the way of conceiving the
development of this process by incorporating the prevention of porter drugs through the
game, to achieve the professionalization of this teacher in the current context.

The model presented is distinguished by being inserted in others of a higher level of
generality. It takes into account the objectives related to health education, specifically
those related to prevention that are declared in the Professional Model, to propose an
alternative that leads to their fulfillment. That is why, from the functional perspective, it
is a representation of the improvement process, emphasizing its articulating axis (the
prevention
of
porter
drugs
through
play),
for
the
formation
of
both
knowledge,
experiences, motivations, experiences and qualities. that contribute to the achievement of
the desired state; a teacher prepared from his discipline to promote health and prevent
addiction to porter drugs.

Figure 2. Graphic representation of the model.

The proposed forms of overcoming are applied and the results are verified in the post-test

Figure 3. Results of the pretest.

The results are compared.

Figure 4. Results of the pretest.

In this sense, and conclusively, it was possible to verify that the implementation of the
model contributed to raising the knowledge and skills of the CULV Physical Education
teacher
to
achieve
the
prevention
of
porter
drugs
through
play
in
the
fundamental
scenarios of Physical Education of the Higher Education, expressed in the comparison of
the results of the pretest and the posttest.

The effectiveness of the model is evaluated by expert criteria. The level of competence
of the experts is verified by the Kendall Coefficient method. In general, it is verified that

they are competent, after determining the competitiveness categories, 11 remained, which
are characterized by: 100% having a scientific category and/or academic title, 5 45.45%
of the experts are doctors, 6 54.5% of them are master, 100% have a teaching category, 1
Full Professor, represents 10%; 10 Assistant Professors 90.9%.

The effectiveness of the model evaluated by expert criteria, is considered pertinent and
relevant as it only requires personal resources, motivation and commitment of the teachers
involved, applicable from their actions, which are clearly explained and adjusted to the
referred needs. ; generalizable due to its applicability and feasibility, being potentially
extensible given the importance of its application according to the existing deficiencies
for the prevention of porter drugs through the game.

Conclusions

Based on the difficulties detected and the diagnosis made, a Model was elaborated for the
improvement of the Physical Education teacher of Higher Education in the prevention of
porter drugs through the game, it becomes a possibility for the improvement of health and
the quality of life of the university community.

The Model proposed at the discretion of the author and the experts consulted is pertinent
given the shortcomings of this aspect in university Physical Education, feasible to apply
as long as teachers are prepared. Due to its scope, it presents a social significance for the
integral formation of the future graduate of the different careers of the Marta Abreu de
las Villas University.

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