The physical education and their influence in the
promotion of the sport initiation
Abstract
Physical Education has become an important area of educational intervention, focusing
on
classroom
learning
and
student
motivations.
Therefore,
this
research
aimed
to
evaluate
the
current
status
of
promoting
school
sports
initiation
through
Physical
Education in primary schools in the community of "El Jíbaro" in the municipality of La
Sierpe.
The
following
research
methods
and
techniques
were
used:
theoretical:
analytical-synthetic,
inductive-deductive;
empirical:
surveys,
interviews,
document
analysis; and statistical-mathematical: empirical frequency distribution. The necessary
information was collected, allowing for an analysis of the context surrounding sports
initiation among 4th, 5th, and 6th grade students in the community of "El Jíbaro" in the
municipality of La Sierpe. It is concluded that the lack of appropriate sports areas, as
well as the lack of support from the families of the students, the insufficient action of the
sports teachers the lack of support from schools to encourage school sports, the limited
promotion of sports activities in schools, and video games and the internet are hindering
the
aspirations
of
widespread
sports
practice
during
extracurricular
activities
for
primary school children in the community of "El Jíbaro" in the municipality of La Sierpe.
Keywords: Physical education, sports initiation, schoolchildren
Introduction
Organized
physical
and
sports
activities
are
defined
as
activities
that
are
carried
out
regularly, with established schedules, facilities, and technical managers. This includes
both generic physical activities (with the organizational elements described) and sports
training and competitions. For Ají (2019), the impact of sports reserves is valued as the
main indicator of a country's sports development,
where positive results can only
be
achieved if there is consistent training work at the Sports Initiation stage.
In this regard, the need to guarantee the sports reserve for the next Olympic cycles is
made
explicit,
considering
the
demographic
reality,
as
well
as
the
prospects
for
new
approaches
to
the
practice
of
introductory
sports
from
the
perspective
of
pioneering
sports. This requires the effectiveness demonstrated by sports technicians, specialists, and
teachers in their performance in different areas. This is achieved with the leadership of
all stakeholders involved in identifying potential in introductory school sports, through
their transformative role in the process, achieving a comprehensive understanding of each
individual
through
mastery
of
technological
knowledge
and
a
comprehensive
professional culture.
Among the services that sports organizations provide to society, those aimed at children
are considered vitally important for two main reasons: they are the largest social group
when it comes to physical activity, and engaging in these activities also contributes to the
creation and consolidation of sports habits that can lead to healthy lifestyles.
For
Odriozola
&
Rodríguez
(2020),
the
development
of
physical
activity
and
sports
contributes to improving people's physical, psychological, and social conditions and, in
an environment conducive to learning, becomes an effective tool for the comprehensive
education of individuals, through the promotion of values and skills.
This is particularly relevant in early human life. Globally, the recognition of such benefits
is due to the importance of sport for today's societies. For this reason, public stakeholders
have
grown
interest
in
promoting
its
practice,
strengthening
sports
systems,
and
improving their management.
For his part, Noa (2016) demonstrates the approaches of the aforementioned authors, but
recognizes that sports initiation in Cuba moves within two educational scenarios:
the first, as an extracurricular activity in sports for all, that is, an extension of the learning
of
Physical
Education
content,
and
the
other,
in
the
specialized
sports
area,
oriented
toward performance sports.
To discuss school sports initiation, it is necessary to go back to the first promoters of this
theory in the Old Continent, from where it emerges that this has been a widely studied
process by various authors, as well as more recent ones, such as Guillen et al. (2019);
Hours (2021); Cruz Cepeda, K. L., Rodríguez Verdura, H., & Aróstica Villa, O. (2022);
León Vázquez, L. L., Torres Pérez, I., & Hernández Valdés, M. (2022) and GEIDESS
(2022). They confirm the pedagogical nature of sports initiation, even going so far as to
define its regularities.
Likewise, Rodríguez Verdura et al. (2021) adopt Noa's (2016) criteria, specifically that
of including sports for all in sports initiation, and add that it has been limited in Cuba in
fulfilling the goals and objectives that underpin its theory, due to the tendency toward
"championship" that stimulates the various actors involved in its implementation, from
parents, the community, and even the sports teachers themselves.
Introduction to sports varies among children depending on their age. If a child starts at an
early age (before age 10), they will be strongly influenced by their family. That is, if their
parents and siblings practice sports, it's difficult for them not to; therefore, family tradition
is very important. Furthermore, at these ages, the mythical conception of sports is very
important (who hasn't dreamed of being a great athlete or champion?). (Borroto Pérez, J.
A., & de la Paz Ávila, J. E.; 2022)
School also plays a decisive role in the beginning. Classmates, adequate facilities, and
coaches will be key factors to consider at the beginning; as will the type of sport taught
there, usually soccer, basketball, or handball. Let's not forget that children spend long
periods of time at school, and perhaps the activity they most desire is physical activity,
especially sports and games. (Carmona Cañizares, B. A. et al; 2021)
In the particular case of the community of "El Jibaro" in the municipality of La Sierpe,
inconsistencies persist in the timely promotion of children's sports initiation in schools.
Hence the importance of schools, and particularly Physical Education, in influencing the
sports orientation of students and the development of habits and preferences toward sports
practice.
These reasons lead us to define the scientific problem: How is sports initiation in schools
promoted
through
Physical
Education
in
primary
education
in
the
community
of
"El
Jíbaro" in the municipality of La Sierpe?
The objective guiding this research focuses on evaluating the current status of sports
initiation in schools through Physical Education in primary education in the community
of "El Jíbaro" in the municipality of La Sierpe.
Materials and methods
Population and sample
The research population consisted of 82 schoolchildren from 4th to 6th grade, aged 10 to
12. A sample of all students physically fit for sports was drawn from this sample. Eight
were excluded from this study due to presenting medical certificates disqualifying them
from participating in any sport.
Permission was requested from the school staff at the "Eladio Manuel González Toledo"
Elementary School in "El Jíbaro" in the municipality of La Sierpe, where the data would
be collected. The parents of the students were then contacted to request their consent for
their children's participation, as they were minors. One hundred percent of the students
provided their legal guardians' authorization and participated in the study.
Table 1. Characterization of the study sample
|
Degrees
|
4to
|
5to
|
6to
|
Total
|
|
Males
|
12
|
12
|
11
|
35
|
|
Females
|
8
|
13
|
16
|
37
|
|
Total
|
20
|
25
|
27
|
72
|
The sample consisted of 72 schoolchildren between the ages of 10 and 12, 48.6% of whom
were boys and 51.4% of whom were girls.
A second population consisted of the two Physical Education teachers at the school who
taught the students in question or taught a specific sport at the school.
Methods
Different methods were used in the research:
•
Analytical
-synthetic:
with
the
aim
of
preparing
a
summary
of
the
similarities
and
differences in the information provided by students and teachers. This allowed us to move
from the general to the specific.
•
Inductive-deductive: with the purpose of understanding the reality of the problem under
investigation and arriving at partial and definitive conclusions derived from the research
process.
Empirical level:
• Document analysis: This was used to review the evaluation records of the physical
fitness tests for the sample of schoolchildren under study, with the aim of determining
which of them are in appropriate physical condition for sports practice.
• Survey: Among 4th, 5th, and 6th grade students at the "Eladio Manuel González Toledo"
Elementary School in the "El Jíbaro" community in the La Sierpe municipality,
who are receiving physical education and are fit for sports but do not participate; the
objective was to determine the causes that lead to this, as well as their motivations for
taking up sports.
• Interview: with Physical Education teachers who teach these
students, to supplement
the information provided by them.
At the statistical-mathematical level:
• Empirical frequency distribution: necessary for the quantitative analysis of the results
obtained from the application of the different research instruments.
The
instruments
were
administered
in
the
morning
during
the
first
shift
by
a
trained
collaborator. The administration lasted approximately 15 minutes and took place in the
classrooms,
at
the
beginning
of
the
work
sessions,
without
the
presence
of
Physical
Education
teachers
to
facilitate
anonymity
and
spontaneity
in
the
responses.
Before
presenting the instruments to the general sample, they were administered to a small pilot
group of 12 students with characteristics similar to those of the study sample, with the
aim
of
verifying
their
understanding
of
the
items
in
case
any
modifications
were
necessary.
The work was carried out in the following phases:
• Development of the data collection instruments.
• Implementation of the instruments.
• Analysis and in
terpretation.
• Report writing.
Regarding the data collection procedure, information was obtained as follows:
1. Note down the objectives that guided subsequent actions.
2. Theoretical review of the study topic.
3. Preparation of the first draft of the instruments (survey and interview).
4. Pilot application of the developed instruments.
5. Adaptation, development, and final application of the developed instruments.
6. Statistical analysis and interpretation of the results.
7. The work was concluded by drawing conclusions and writing the final study report.
Results and Discussion
For a better analysis of the results obtained, it was decided to conduct the survey, taking
into account the aspects addressed in the survey for schoolchildren separately.
This would address:
Table 2. Schoolchildren's responses regarding personal aspects that may prevent them
from starting regular sports practice.
|
Questions
|
Answers
|
|
Yes
|
No
|
|
Personal aspects
|
%
|
F
|
M
|
%
|
F
|
M
|
|
I have time to play sports.
|
76,4
|
25
|
30
|
23,6
|
12
|
5
|
|
I prefer traditional games and not sports.
|
45,8
|
13
|
23
|
54,2
|
27
|
12
|
|
I prefer video games and the internet and not
sports.
|
63,9
|
30
|
16
|
36,1
|
7
|
19
|
|
I have a uniform for sports practice
|
50
|
7
|
29
|
50
|
30
|
6
|
In the responses from schoolchildren regarding personal aspects that may prevent them
from starting regular sports practice, Table 2 shows that 76.4% stated that they have time
to play sports, although the figure is higher among boys than girls. Traditional games are
not highly preferred among students, with 54.2% rejecting them. However, a marked
preference (63.9%) was found for video games and the internet over sports. The issue of
sportswear does not emerge as a problem for these schoolchildren's sports practice.
The results obtained are consistent with the trend seen in recent years, where children and
adolescents prefer video games over regular sports practice, as reported in studies by
Rojas Rincón, Santamaría Ramos & Sánchez Aglala (2024), among others.
Table 3. Schoolchildren's responses regarding social aspects that may prevent them from
starting regular sports practice.
|
Questions
|
Answers
|
|
Yes
|
No
|
|
Social
aspects
|
Total
|
F
|
M
|
Total
|
F
|
M
|
|
There are areas for practicing the sport that I like
|
21
|
9
|
12
|
51
|
28
|
23
|
|
Can I use sports areas near my school or home?
|
25
|
10
|
15
|
47
|
27
|
20
|
|
Is there a sports teacher who can help me?
|
22
|
7
|
15
|
50
|
30
|
20
|
|
There are sports equipment
|
12
|
0
|
12
|
59
|
37
|
22
|
Regarding the responses from schoolchildren regarding social factors that may prevent
them from starting regular sports practice, as shown in Table 3, it is observed that 78.8%
of respondents state that there are no areas for practicing the sport they enjoy, 65.3% state
that they cannot attend sports facilities near their school or home. 69.4% also state that
there are no teachers for sports practice, and 81.9% that they are not provided with sports
equipment. However, 86.1% consider the sports activity schedule to be adequate.
These results reflect the reality that afflicts poor and resource-poor countries, from which
this country is no exception. This is consistent with recent studies that support this reality;
such is the case of the study by Bennasar-García & Silva Suniaga (2024), which describes
this reality in Latin America.
Table 4. Schoolchildren's responses regarding family issues that may prevent them from
starting regular sports practice.
|
Questions
|
Answers
|
|
Yes
|
No
|
|
Family aspects
|
Total
|
F
|
M
|
Total
|
F
|
M
|
|
My parents allow me to play sports
|
26
|
6
|
20
|
46
|
31
|
15
|
|
My parents would like me to be an athlete
|
27
|
10
|
17
|
45
|
17
|
28
|
|
A sports teacher has come to my house to get
me started in sports.
|
17
|
7
|
10
|
55
|
30
|
25
|
Regarding family aspects, Table 5 clearly shows how little families are aware of the
benefits of sports practice for children. This is evident from the fact that 63.9% of those
surveyed, according to their own criteria, state that their parents do not allow them to play
sports, which is more concerning for girls than for boys. Similarly, 62.5% of these parents
do not want their children to be athletes. These responses show no involvement from
sports teachers in their relationship with parents, as 76.4% of the schoolchildren surveyed
stated that no teacher has come to their home to pick them up to play sports.
This approach coincides with Espejo & Muñoz (2024), who highlight the fundamental
role
that
the
family
plays
in
the
lives
of
athletes
at
different
stages,
including
the
beginning of their practice.
Table 5. Student responses regarding school-related issues that may prevent them from
starting regular sports practice.
|
Questions
|
Answers
|
|
Yes
|
No
|
|
School aspects
|
%
|
F
|
M
|
%
|
F
|
M
|
|
At school they promote sports activities
|
59,5
|
23
|
20
|
40,3
|
14
|
15
|
|
The Sports for All schedule is used for sports
practice.
|
45,8
|
18
|
15
|
54,2
|
19
|
20
|
|
I have a permanent Physical Education teacher.
|
80,6
|
30
|
28
|
16,7
|
7
|
5
|
|
In
the
Physical
Education
shift
we
practice
sports
|
43,1
|
13
|
18
|
56,9
|
24
|
17
|
Table 5 presents students' responses regarding school-related issues that may prevent
them from starting regular sports practice. In this regard, it is observed that the students'
opinions
are
somewhat
divided
on
three
of
the
four
items
questioned.
Only
80.6%
responded positively regarding the stability of physical education teachers.
The interview with the school's physical education teachers revealed certain limitations
in
infrastructure,
material
resources,
and
teachers'
preparation
for
certain
sports
to
undertake
educational
interventions.
The
focus
was
on
the
learning
climate
in
the
classroom and the students' motivations for regular and systematic sports practice.
Therefore, it is not enough to have a teacher physically present during the students' sports
practice; it is necessary for them to be well prepared and, above all, in agreement with
Bonacic-Doric (2024), to have the desire and passion to teach.
Conclusion
The promotion of school sports initiation through Physical Education in primary schools
in the community of El Jíbaro in the municipality of La Sierpe is insufficient. The lack of
appropriate
sports
areas,
as
well
as
the
lack
of
support
from
students'
families,
the
insufficient
efforts
of
sports
teachers
who
do
not
attend
school
to
encourage
schoolchildren
to
participate
in
sports,
the
limited
promotion
of
sports
activities
in
schools, and video games and the internet are all hindering the aspirations of widespread
sports practice during after-school hours in the community of El Jíbaro in the municipality
of La Sierpe.
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