Abstract

In this study the effects of the Traditional and Ludotechnical approach are compared on the feedback, organization time, initial information time, engagement motor time, and time “on-task” variables in learning of athletic skills. It is had counted with a 58 children of 4th Primary School sample, divided in two experimental groups with a 18 initiation to athletics sessions treatment within the scholastic schedule, based on the learning of the athletic disciplines (athletic walk, high jump and shot put). Of the results obtained in the teaching-learning process, it emphasizes that the Ludotechnical approach subjects dedicate a greater motor engagement time with respect to the Traditional approach, which affects in an increase of the physical activities practice time and in a drop in the discipline problems risk, being outlined like an approach of initiation to athletics much more on the way with the pedagogical principles and the purposes that the Physical Education is looking forward in Primary School.