Interdisciplinary Strategy for Physical Education Classes in Second Grade: an Experience

Abstract

The integration of interdisciplinary knowledge through the curricular contents of the Physical Education area are thematic axes that have been addressed in the scientific literature at an international and national level. The theoretical methodological foundations addressed in this research facilitated the identification of some difficulties related to interdisciplinary pedagogical work by teachers and the association of various contents from the various areas of knowledge. It was established as a fundamental objective to determine the functionality of a playful strategy based on interdisciplinarity through the contents of the Physical Education area in second grade students. 48 second grade students and 18 teachers from the “Enrique Gil Gilbert” Fiscal School in the city of Guayaquil participated. Theoretical, empirical and statistical methods were used in an investigation with a mixed approach, of a descriptive type. The results of the tests of knowledge of Mathematics, Language and Literature and Foreign Language were verified through the contrast between the results of the pretest and posttest with the application of the Wilcoxon signed rank test that established a high level of significance of 0.000 < to 0.05, and consequently significant improvements after implementing the playful strategy.