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Diferentes estudios ponen de manifiesto la relación positiva que existe entre el juego motor y el
desarrollo de aspectos motores, cognitivos, sociales y emocionales en EI (Andrey-Bernate, 2021;
Bernate, 2021; Flores-Piñero et al., 2022; Nielsen Rodríguez et al., 2020; Viciana et al., 2017). Por
ejemplo, en base al desarrollo de la motricidad, el juego motor en EI es un buen medio para traba-
jar la condición física y salud de forma lúdica (Miraflores et al., 2016). Con relación a los aspectos
cognitivos, el juego motor en EI mejora la motivación y el rendimiento académico (Sáez-Sánchez
et al., 2021). También se desarrollan los aspectos sociales a través del juego motor en EI, ya que
se evidencia el desarrollo de actitudes de responsabilidad, respeto y tolerancia, con respecto a las
normas y las relaciones entre iguales (Baena y Ruiz, 2016). Por último, con respecto a los aspectos
emocionales, el juego motor en EI permite el desarrollo de programas de educación emocional, en
los que se fomentan experiencias positivas (López y Cifo, 2020; Miralles et al., 2017).
En el trabajo de Nielsen Rodríguez et al. (2020) el juego motor semidirigido o semidefinido en EI
favorece el aprendizaje significativo y la práctica de actividad física en el alumnado. Este hecho
pone el foco de atención en la información inicial que da el docente sobre la situación motriz a rea-
lizar, concretamente en el grado de especificación. Al plantearse una situación motriz semidirigida
o semidefinida, el docente informa sobre el uso del material y el objetivo a alcanzar, pero no da
información sobre la ejecución en sí (Blázquez, 1982). De manera que el alumnado tiene que tomar
decisiones y ello favorece el aprendizaje significativo. De hecho, se considera que las intervenciones
a través de la Educación Física (EF) y/o la actividad física, son clave en el desarrollo de la dimensión
cognitiva (Álvarez Bueno et al., 2017). En este sentido, el juego motor se considera un recurso di-
dáctico o una metodología ideal para integrar el desarrollo motor y cognitivo del alumnado de EI,
incidiendo en su atención y participación (Arufe, 2019; Pons y Arufe, 2016).
El juego motor permite integrar el desarrollo motor y cognitivo, ello causa efectos en las funciones
ejecutivas, ya que el alumnado debe responder a la situación motriz planteada mediante los pro-
cesos cognitivos que se activan, controlando sus pensamientos y las acciones motrices de forma
consciente para conseguir el objetivo motor a alcanzar (Altenburg et al., 2016; Best, 2010; Nielsen
Rodríguez et al., 2020; Walk et al., 2018). Además, ello provoca otros efectos positivos, ya que el
trabajo de las funciones ejecutivas en edad infantil origina beneficios en la competencia social, en
la conducta personal, en la salud y la calidad de vida (Romero López et al., 2017). Por ello, como
señalan Fernández (2023) y Maurer y Roebers (2019) la dificultad motriz debe ser considerada por
el docente si se pretende un desarrollo óptimo. En este sentido, Maurer y Roebers (2019) indican
que las situaciones motrices planteadas deben ser difíciles, para que las funciones ejecutivas en el
alumnado se activen de forma notoria. Es decir, deben suponer un reto o desafío difícil de alcanzar,
así el alumnado tendrá que adaptarse, generando respuestas menos automatizadas. Sin embargo,
en un reto o desafío fácil en el que los procesos cognitivos o funciones ejecutivas no se activan de
forma tan notoria, el alumnado responde de forma más automatizada. Fernández (2023) también
afirma que se deben plantear propuestas motrices de cierta complejidad para favorecer las funcio-
nes ejecutivas, pero esta debe ser óptima, es decir difícil pero alcanzable, ya que puede derivar en
la frustración y desmotivación.
López et al. (2022) confirman que el juego motor es uno de los recursos didácticos más utilizados
por los docentes de EI a la hora de trabajar la EF. Además, Padial y Sáenz-López (2017) señalan que
Evidencias científicas sobre el juego motor in-
fantil como medio de enseñanza-aprendizaje