Integral analysis of cognitive motor skills and the social dimension of sport: Approach to sports initiation and school sports

Abstract

Cognitive-motor skills and the social dimension of sports games are relevant factors in sports initiation. The research aimed to analyze the theoretical-practical mastery of the cognitive, motor and social abilities of the game and its compliance in sessions by the basketball and football coaches of Imbabura. As well as establishing the relationship of the skills developed by sports children with coaches who have a traditional teaching approach versus those with a formative focus on sports initiation. The research is descriptive-observational, mixed and transversal. The survey and participatory observation were applied to 12 coaches. It shows that most teachers have little information about the skills and dimensions that the sport develops at the initiation stage. Participatory observation of the indicators of motor skills and the social dimension of the game is carried out in a high and medium degree by the coaches. Indicators of cognitive abilities were achieved to a limited and medium degree by coaches. Motor and social skills show greater development in the practice of children's play and sport to the detriment of cognitive abilities. The Wilcoxon Mann Whitney Test for each of the game's skills and dimensions chronicles that the strata of trainers with a traditional approach have a higher score on motor skills, while cognitive skills and social dimension have a lower score compared to the training focus coach. It is concluded that the development of the game's abilities and dimensions depends significantly on the approach to teaching sports initiations that coaches have.