{"id":116460,"date":"2018-03-11T10:45:35","date_gmt":"2018-03-11T10:45:35","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/analisis-de-la-influencia-de-la-metodologa%c2%ada-de-la-intervencion-psicomotriz-sobre-el-desarrollo-de-las-habilidades-motrices-en-ninos-de-3-a-4-anos\/"},"modified":"2018-03-11T10:45:35","modified_gmt":"2018-03-11T10:45:35","slug":"analisis-de-la-influencia-de-la-metodologa%c2%ada-de-la-intervencion-psicomotriz-sobre-el-desarrollo-de-las-habilidades-motrices-en-ninos-de-3-a-4-anos","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia-del-nino-y-del-adolescente\/analisis-de-la-influencia-de-la-metodologa%c2%ada-de-la-intervencion-psicomotriz-sobre-el-desarrollo-de-las-habilidades-motrices-en-ninos-de-3-a-4-anos\/","title":{"rendered":"An\u00e1lisis de la influencia de la metodolog\u00eda de la intervenci\u00f3n psicomotriz sobre el desarrollo de las habilidades motrices en ni\u00f1os de 3 a 4 a\u00f1os"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Jaime Terry Andr\u00e9s <\/strong><\/h2>\n<p>Resumen esta tesis tiene como prop\u00f3sito establecer las preferencias metodol\u00f3gicas en la intervenci\u00f3n en las clases de psicomotricidad con los alumnos de 1\u00c2\u00ba curso de educaci\u00f3n infantil. Principalmente se intenta determinar si hay diferencias en el desarrollo de las aptitudes motrices del ni\u00f1o en funci\u00f3n de emplear diferentes metodolog\u00edas de intervenci\u00f3n. La intenci\u00f3n es demostrar que las aptitudes motrices de los ni\u00f1os de 3 a\u00f1os se desarrollan con mejores resultados mediante la utilizaci\u00f3n de sesiones de psicomotricidad con una metodolog\u00eda funcional que mediante una metodolog\u00eda vivencial.  el objetivo de esta tesis es determinar si existen diferencias entre los m\u00e9todos de intervenci\u00f3n en psicomotricidad en cuanto al desarrollo psicomotor que generan y cu\u00e1les pueden ser los resultados de la aplicaci\u00f3n de uno y otro estilo. Para ello planteamos la siguiente hip\u00f3tesis: los ni\u00f1os que han seguido un programa psicomotriz con sesiones estructuradas mediante una metodolog\u00eda de intervenci\u00f3n funcional y directiva presentan mejores resultados en la evaluaci\u00f3n de la aptitud motriz que otros que han tenido un modelo de intervenci\u00f3n vivencial y no directivo. para poder establecer los valores del desarrollo de las aptitudes motrices de los ni\u00f1os antes de la intervenci\u00f3n y los que tendr\u00e1n despu\u00e9s de la intervenci\u00f3n, aplicaremos las escalas mccarthy de aptitudes y psicomotricidad para ni\u00f1os (msca). El estudio se distribuye a lo largo de un curso escolar, llevando a cabo una primera toma de datos mediante la aplicaci\u00f3n de las escalas mccarthy antes de comenzar con la intervenci\u00f3n metodol\u00f3gica que tiene una duraci\u00f3n de 4 meses. Al finalizar \u00e9sta, se aplicar\u00e1n de nuevo las escalas msca para comprobar si hay diferencia con respecto a los datos obtenidos 4 meses antes.  para la recogida de datos se utilizaron las tres subescalas de la bater\u00eda mccarthy, pertenecientes a la escala motora, que eval\u00faan la motricidad gruesa y que son las tres \u00fanicas subescalas que no se incluyen en la escala general cognitiva (gc) de la bater\u00eda: subescala n\u00famero 9; coordinaci\u00f3n de piernas; subescala n\u00famero 10, coordinaci\u00f3n de brazos y subescala n\u00famero 11, de acci\u00f3n imitativa. El tratamiento de los datos fue llevado a cabo mediante la aplicaci\u00f3n del spss19. Las variables independientes que se analizaron fueron la edad, el sexo, la metodolog\u00eda aplicada y la temporalizaci\u00f3n de los tests. Las variables dependientes fueron la coordinaci\u00f3n de piernas, la coordinaci\u00f3n de brazos, la acci\u00f3n imitativa y la psicomotricidad gruesa. se distribuy\u00f3 a los ni\u00f1os en dos grupos escogidos azarosamente. El grupo experimental estuvo compuesto por los alumnos de dos clases de 1\u00c2\u00ba de educaci\u00f3n infantil (3 a\u00f1os).  En este grupo, el profesor especialista de psicomotricidad, llev\u00f3 a cabo las clases de psicomotricidad mediante una metodolog\u00eda funcional, utilizando como referencia las l\u00edneas psicopedag\u00f3gicas de le boulch, picq y vayer. El grupo de control estuvo formado por los alumnos de las otras 3 clases de 1\u00c2\u00ba de infantil del mismo centro educativo, y las clases de psicomotricidad correspondieron a una metodolog\u00eda vivencial en relaci\u00f3n con los criterios metodol\u00f3gicos de lapierre y aucouturier. Estas clases fueron impartidas por el profesor especialista de psicomotricidad y la profesora tutora de cada grupo.  la diferencia en el modelo de intervenci\u00f3n determinar\u00eda si la metodolog\u00eda influye en el desarrollo de las aptitudes motrices de los ni\u00f1os de 3 a\u00f1os en el entorno escolar. los resultados obtenidos nos revelaron que la metodolog\u00eda funcional mejora el desarrollo de la habilidad motriz en ni\u00f1os de 3 a 4 a\u00f1os de edad.   abstract this thesis aims to establish the methodological preferences intervention psychomotor classes with students of 1st year of early childhood education. The study is primarily to determine if there are differences in the development of motor skills of the children in terms of the use of different methods of intervention. The intention is to show that the driving skills of children 3 years to develop better results using psychomotor sessions with a functional methodology through experiential methodology.  the objective of this thesis is to determine whether there are differences between the methods of intervention in terms of psychomotor psychomotor development and generate what may be the results of the application of either style. To do this we propose the following hypothesis: children who have followed a psychomotor program with sessions structured through a methodology of practical and policy intervention have better results in the evaluation of motor ability that others who have had a model of experiential intervention and non-directive.  to set the values of the development of motor skills of children before surgery and those who have after surgery, apply the mccarthy scales of children s abilities (msca). The study was spread over a school year, performing a first data by applying the mccarthy scales before starting methodological intervention that lasts for 4 months. At the end of it, apply again the msca scales to check for difference from the data obtained 4 months ago.  for data collection the three subscales of the mccarthy battery, belonging to the motor scale, which assesses gross motor and are the only three subscales that are not included in the general cognitive scale (gc) battery used subscale number 9; coordinating legs; number 10 subscale, and subscale arm coordination number 11 of imitative action. The data processing was carried out by applying the spss19. The independent variables analyzed were age, sex, the methodology and the timing of the tests. The dependent variables were the coordination of legs, arm coordination, and imitative action psychomotor thick.  it was distributed to the children into two groups chosen randomly. The experimental group consisted of students from two classes of 1st nursery school (3 years). In this group, psychomotor specialist teacher held classes psychomotor by a functional approach, using as reference lines psychoeducational le boulch, picq and vayer. The control group consisted of students from the other 3 classes of 1st degree in the same school, and psychomotor classes corresponded to an experiential methodology in relation to the methodological criteria about aucouturier and lapierre. These classes were taught by a specialist teacher and psychomotor teacher tutor for each group.  the difference in the intervention model would determine whether the methodology influences the development of motor skills of children 3 years in the school environment.  the results showed us that the methodology improves functional motor skill development in children 3-4 years old.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>An\u00e1lisis de la influencia de la metodolog\u00eda de la intervenci\u00f3n psicomotriz sobre el desarrollo de las habilidades motrices en ni\u00f1os de 3 a 4 a\u00f1os<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 An\u00e1lisis de la influencia de la metodolog\u00eda de la intervenci\u00f3n psicomotriz sobre el desarrollo de las habilidades motrices en ni\u00f1os de 3 a 4 a\u00f1os <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Jaime Terry Andr\u00e9s <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 14\/10\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Cecilia Mar\u00eda Ruiz Esteban<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: candido jose Ingles saura <\/li>\n<li>latorre Reviriego isabel (vocal)<\/li>\n<li>angela Diaz herrero (vocal)<\/li>\n<li>gema Torres luque (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Jaime Terry Andr\u00e9s Resumen esta tesis tiene como prop\u00f3sito establecer las preferencias metodol\u00f3gicas en la intervenci\u00f3n en [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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