Abstract des Autors

Developing gross motor function implies strengthening the basic body position and the balance associated with posture and mobility, for which different teaching models and psycho-pedagogical interventions are applied. Objective: to develop gross motor function in male preschoolers through physical recreational activities based on conductivist (Group 1) and constructivist (Group 2) teaching and determine the best teaching paradigm. Two basic skills were studied in two homogeneous independent samples (walking: w = 0.641; running: w = 0.556), selecting 25 children for each group (3–4 years) through the use of intentional sampling. The gross skills evaluation was based on norms established by the Education Ministry, including a mood assessment. Results: each group improved their basic skills in the post-test (Group 1: W = 0.001; W = 0.001. Group 2: W = 0.046; W = 0.038), but the conductivist paradigm was superior (w = 0.033; w = 0.027). Group 1 presented better indicators in the motor evaluations “Acquired” and “In Process” than Group 2, and lower percentages in the “Initiated” evaluation than Group 2 in the abilities “walking” as well as “running”, which were significantly different in the “Initiated” evaluation (p = 0.0469) for the walking ability, and significantly different in the “Initiated” and “Acquired” evaluations (p = 0.0469; p = 0.0341, respectively) for the running skill. Conclusions: The conductivist teaching model was superior in terms of gross motor function optimization.