Traditional games as enhancers of socio-psychomotor inclusion in primary school students with learning difficulties

Mamani-Jilaja D.; Huayanca-Medina P.C. · Revista Electronica Interuniversitaria de Formacion del Profesorado (2023) · DOI: 10.6018/reifop.573731

Resumen

In the context of primary education, the inclusion of children with learning difficulties has become of great relevance. This study aimed to analyze the effect of the implementation of traditional physical education games on the socio-psycho-motor inclusion of these children in primary education. A quantitative, correlational and experimental study was carried out with a simple random sample of 471 students from a primary school in Puno that catered to students with learning disabilities. The results of the pretest showed similar levels of sociopsychomotor inclusion in both groups. However, after the intervention, a significant improvement was observed in the experimental group (57.63%), compared to the control group (14.47%). These findings supported the significant association between the use of traditional physical education games and the improvement of socio-psycho-motor inclusion. In conclusion, traditional physical education games are presented as a fundamental tool to promote the socio-psycho-motor inclusion of children with learning difficulties in primary education.

Instituciones: Universidad Nacional del Altiplano