Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

Basic motor skills are recognized as fundamental movements that allow children to interact with their environment and are identified as the basic structure on which more complex movements are built. Objective: to identify the level of motor development of children from 3 to 10 years of age according to sex and age group. Methodology. We studied a sample with a total of 328 participants (girls = 170; boys = 158) at preschool (n = 154) and school levels (n = 174). The ages of the students ranged from 3 to 10 years, with a mean of 5.94 years (±2.53). TGMD2 was applied to identify motor development. Results: boys and girls present low levels of physical activity, with most of them in the very poor, poor, and low-average categories (n = 182, 55.5%). Levels of motor development in locomotion, manipulation, and general development by age show significant differences (p = 0.000). However, levels of development by sex are not significant in manipulation, locomotion, and gross motor skills tests, respectively (p = 0.150, p = 0.208, and p = 0.210), and in relation to chronological age and motor development age show significant differences (p = 0.000).

All the variables that arise in family dynamics can have significant effects on the lives of children concerning their nutritional status and motor development. The objective of this study was to relate the PAL of parents to the level of motor development and the BMI of their children. A total of 198 subjects participated, with the age of the students ranging between 8 and 10 years. To measure the BMI, the norms for the nutritional evaluation of children and teenagers from 5 to 19 years were used; to identify the motor behaviors, the TGMD-2 Test was used; and to identify the level of physical activity of parents, the International Physical Activity Questionnaire (IPAQ) was used. For the analysis, the independent samples t-test and the non-parametric Mann–Whitney U test (Wilcoxon) were used, and for the correlational analysis, Spearman’s rho test was applied. This study found no significant correlation between the activity level of parents and nutritional status variables (p = 0.162), or between the PAL variables of parents and the motor development of their children (p = 0.738). A parent’s level of physical activity does not have a direct relationship with the nutritional status or the motor development of their children.

Las políticas públicas en Educación Superior y en especial las que han determinado la Formación Inicial Docente en las últimas décadas en Chile, han apuntado principalmente a la mejora de la calidad de formación de profesores. Dentro de estas acciones se encuentran las innovaciones curriculares, las que marcaron el tránsito de un modelo curricular tradicional a un modelo curricular basado en competencias. A pesar de estas modificaciones, no existe evidencia en como estas innovaciones curriculares se han concretado en el aula. El objetivo de este estudio fue analizar las concepciones y prácticas pedagógicas implementadas bajo el modelo curricular basado en competencias en los procesos de enseñanza – aprendizaje de la Formación Inicial de profesores, según estudiantes de la Carrera de Pedagogía en Educación Física de una Universidad Tradicional en la región de Valparaíso, Chile. La muestra está constituida por 341 estudiantes de la carrera de Pedagogía en Educación Física. Para obtener los resultados, se levantó un cuestionario de escala tipo likert para estudiantes. Los resultados indican que en la carrera de Pedagogía en Educación Física de una Universidad Tradicional en la región de Valparaíso, Chile, los y las estudiantes reconocen en mayor medida que las prácticas pedagógicas de diseño, gestión y evaluación de la enseñanza basadas en el enfoque por competencias, son implementadas con mayor frecuencia durante su formación profesional. Finalmente se puede concluir que es necesario avanzar en instancias de monitoreo y seguimiento de implementación del plan de estudios y aunar criterios entre el cuerpo académico, para que las prácticas pedagógicas del modelo curricular basado en competencias se implementen en todas las dimensiones de la enseñanza. Palabras clave: Innovación Curricular, Currículo, Competencias, Formación Inicial Docente, Educación Física Public policies in Higher Education and especially those that have determined Initial Teacher Training in recent decades in Chile, have mainly aimed at improving the quality of teacher training. Within these actions are the curricular innovations, which marked the transition from a traditional curricular model to a competency-based curricular model. Despite these modifications, there is no evidence on how these curricular innovations have materialized in the classroom. The objective of this study was to analyze the conceptions and pedagogical practices implemented under the curricular model based on competencies in the teaching-learning processes of Initial Teacher Training, according to students of the Pedagogy Career in Physical Education of traditional University in the region of Valparaiso, Chile. The sample is constituted by 341 students of the Physical Education Pedagogy career. To obtain the results, a Likert-type scale questionnaire was carried out for students. The results indicate that in the career of Pedagogy in Physical Education of traditional University in the region of Valparaiso, Chile, the students recognize to a greater extent that the pedagogical practices of design, management and evaluation of teaching based on the competency-based approach are implemented. more frequently during their professional training. Finally, it can be concluded that it is necessary to advance in instances of monitoring and follow-up of the implementation of the curriculum and unite criteria among the academic body, so that the pedagogical practices of the competency-based curricular model are implemented in all dimensions of teaching. Keywords: Curricular Innovation, Curriculum, Competencies, Initial Teacher Training, Physical Education

Modified invasion games promote the development of real and perceived motor competence. Children with higher motor competence are more likely to participate in physical activity practice and to remain in it, both in adolescence and adulthood. (1) Background: The purpose of this study is to determine the effect of modified invasion games on the real motor competence and self-assessment of the physical condition fifth-grade students from a private school in Viña del Mar, Chile. (2) Methods: 40 girls and boys with an average age of 11.47 years (SD = 0.554) participated in this study during a 12-week intervention. The MOBAK 5-6 battery was used to assess actual motor competence, the SEMOK questionnaire was used to determine perceived motor competence, the International Fitness Scale (IFIS) self-assessment questionnaire was used to assess perceived physical fitness, and the weight/size ratio was used to determine BMI. A Friedman’s nonparametric ANOVA analysis was applied to determine the effect of the intervention, in addition to an analysis of covariance (ANCOVA) to identify the influence of the covariates on motor competence. (3) Results: No statistically significant differences were established between weight, BMI, and waist circumference. There was a statistically significant difference after the intervention in the actual motor competence of object control (p = 0.005) and perceived motor competence of object control (p ≤ 0.001) (4) Conclusions: An intervention based on modified invasion games is effective for the improvement of actual and perceived motor competence of object control. It was not possible to identify a positive effect on the self-assessment of muscle strength after the intervention.

En Chile la Formación Inicial Docente ha cobrado una especial relevancia en los últimos años, ya que la preparación de los futuros profesionales de la educación tiene una repercusión directa en la calidad de la docencia. Objetivo. identificar el grado de importancia sobre los atributos y competencias docentes calificadas como eficaces en la formación inicial docente de profesores y profesoras de educación física, según la perspectiva de académicos y estudiantes. Material y Métodos. Participaron 250 estudiantes de 1º a 5º año de formación inicial docente de Pedagogía en Educación Física de una Universidad en la región de Valparaíso, Chile; y 19 académicos (as) que imparten asignaturas disciplinares en el plan de estudios. Se aplicó un cuestionario sobre mejores prácticas docentes en Educación Superior, asociadas a la excelencia académica y eficacia docente. Resultados. Se evidenció que existe concordancia, entre académicos (as) y estudiantes en la valoración de prácticas pedagógicas que favorecen clases interactivas y participativas, sin embargo, los y las estudiantes atribuyen una menor importancia a todas aquellas prácticas pedagógicas asociadas a la construcción de relaciones y perspicacia intrapersonal. Conclusión. Los académicos (as) valoran en mayor medida aquellas prácticas pedagógicas eficaces asociadas al establecimiento de normas, responsabilidad y generación del clima del aula, en tanto los y las estudiantes, otorgan un mayor valor a las prácticas pedagógicas eficaces relacionadas a la actualización constante de contenidos, elaboración de evaluaciones contextualizadas y el compromiso con la docencia que muestren sus profesores y profesoras. Palabras Claves: Calidad en Educación, Educación Superior, Educación Física, Mejores prácticas docentes, Profesores Eficaces. In Chile, Initial Teacher Training has gained special relevance in recent years, since the preparation of future education professionals has a direct impact on the quality of teaching. Objective. to identify the degree of importance of the teaching attributes and competencies qualified as effective in the initial teacher training of physical education teachers, according to the perspective of academics and students. Material and methods. Participants were 250 students from 1st to 5th year of initial teacher training in Physical Education Pedagogy at a University in the region of Valparaíso, Chile; and 19 academics (as) who teach disciplinary subjects in the curriculum. A questionnaire on best teaching practices in Higher Education, associated with academic excellence and teaching effectiveness, was applied. Results. It was evidenced that there is agreement between academics and students in the assessment of pedagogical practices that favor interactive and participatory classes, however, the students attribute less importance to all those pedagogical practices associated with the construction of relationships and insight. intrapersonal. Conclusion. The academics (as) value to a greater extent those effective pedagogical practices associated with the establishment of norms, responsibility and generation of the classroom climate, while the students give a greater value to the effective pedagogical practices related to the constant updating of content, preparation of contextualized evaluations and the commitment to teaching shown by their teachers. Keywords: Quality in Education, Higher Education, Physical Education, Best Teaching Practices, Effective Teachers.