Capacitación docente para el desarrollo motor grueso en estudiantes de Bachillerato Técnico Agropecuario

The Technical Agricultural Baccalaureate requires the development of gross motor skills for students to perform competently; however, this learning process would not be possible without the proper guidance of the teacher. Objective: The incidence of teacher training on the gross motor development of students in the Technical Agricultural Baccalaureate at the Dr. Segundo Wong Mayorga Educational Unit was investigated, considering the relevance of these skills for technical and productive performance in agricultural contexts. Methodology: A study was conducted with a quantitative approach, descriptive-correlational level, and applied type, under a quasi-experimental design of a single group with pretest and posttest. The sample consisted of 7 teachers and 45 students. A survey was administered to the teachers, validated using Cronbach's Alpha coefficient (α = .817), and a rubric for evaluating seven basic motor skills was given to the students before and after the intervention. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and Pearson correlation. Results: In the diagnostic phase, the null hypothesis was accepted, revealing methodological limitations in the teachers; however, after the training, significant increases were recorded in student grades, with a notable rise from 6.42 to 7.92 in theoretical and practical knowledge of agricultural techniques and from 6.84 to 10.00 in manual skills. Likewise, a significant correlation was identified between student mastery and the existence of institutional protocols (r = .937; p < .01). Conclusions: It was concluded that teacher training had a positive impact on gross motor development, being an important strategy to improve technical training. It was recommended to establish permanent updating programs for teachers and to conduct more research with larger samples and experimental designs that allow for comparisons.