Habilidades motrices en la infancia y su desarrollo desde una educación física animada

Abstract

During the phase of Childhood Education, kids find in their bodies and in movement the primary tool to get in touch with the surrounding reality and, in this way, they acquire the very first bits of knowledge about the world they are growing and developing in. Undoubtedly, the progressive discovery of their own body as a source of feelings, the exploration of the body functions and of the possible actions, will constitute necessary experiences. It is based on these experiences that the thought of children will be constructed. In the same way, affective relationships established during situations that involve motor activity, and especially during games, will make a fundamental part of emotional growth. In this sense, during the present paper, we will try to justify why Physical Education is necessary. We will also present a design for intervening on the praxis in this educative stage.
On the other hand, during this stage, this subject is responsible for answering the questions raised, and for giving an explanation to excessive sedentarism and child obesity. Is for all these reasons that in this article we gather concepts and assumptions regarding motor development, content, physical theatre, physical games and the methodological approach that programs motor skills during the phase of childhood education.