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Educational synergies

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eISSN: 2661-6661

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Page 97-105

Received: March 23 , 2022

Approved: May 25 , 2022

The formative link of Sports

Management and Development Centers

in universities

El vínculo formativo de Centros de Gestión y

Desarrollo Deportivo en universidades

Melvin Zavala Plaza

Abstract

The sociogenesis of humanity throughout all civilization processes,

has reported in the historical development of physical activity as an

important platform for human development and a source that

generates countless benefits for society, relying on collaborative

knowledge from the biological, psychological,

socioanthropological, socio-cultural, socioeconomic, educational,

epistemological and spiritual perspective, positioning physical

activity as a knowledge based on an integral vision. This condition

of integrality of physical activity turns it into a world of possibilities

to favor any type of population in favor of benefits for its

development and even more to the student population that conforms

the different faculties of the University of Guayaquil, whose

lifestyles, ways of feeding, logics of insertion to society and cultural

habits, many of them inheritances of legacies foreign to their

idiosyncrasy, have generated direct incidences in their personal

development.

Keywords: Centro . Management . Sports Development

* Master, Universidad de Guayaquil, Guayaquil,

Ecuador, melvin.zavalap@ug.edu.ec,

https://orcid.org/0000-0001-6538-5413

Article

Center .

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Resumen

La sociogénesis de la humanidad a lo largo de todos los procesos

civilizatorios, ha reportado en el devenir histórico a la actividad

física como una plataforma importante para el desarrollo humano y

fuente generadora de innumerables beneficios para la sociedad,

apoyándose en saberes colaborativos desde la perspectiva biológica,

psicológica, socioantropológica, sociocultural, socioeconómica,

educativa, epistemológica y espiritual, posicionándose dicha

actividad física como un saber fundamentado en una visión integral.

Esta condición de integralidad de la actividad física la convierte en

un mundo de posibilidades para favorecer a cualquier tipo de

población en pro de beneficios para su desarrollo y más aún a la

población estudiantil que conforman las diferentes facultades de la

Universidad de Guayaquil, cuyos estilos de vida, formas de

alimentación, lógicas de inserción a la sociedad y hábitos culturales,

muchos de ellos heredades de legados ajenos a su idiosincrasia, han

generado incidencias directas en su desarrollo personal.

Palabras clave: Centro . Gestión . Desarrollo Deportivo

Introduction

The Center for Sports Development CEDUG, emerges as the product

of an educational, sports and health project, 3 years of realization,

initiated from 2019 to 2021, with which it is intended as a mission,

to build a space of encounters between diversity of knowledge and

disciplines articulated from a transdisciplinary and complementary

vision, to address the complexity of problems inherent to health,

nutrition, psychological and educational processes, having as a

guiding axis of this mesh of overlapping knowledge, the Physical

Sports Activity, from which, it is intended to position students from

different faculties of the State University of Guayaquil, in scenarios

that promote good living. From this proposal is intended as a vision,

to build a space for healthy human development around the good

living, aimed at empowering the young population comprising the

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different faculties of the University of Guayaquil, towards the

comprehensive training to ensure welfare, health, nutrition,

education and physical development, through physical activity

sports, understood from a holistic perspective. All this in connection

with the ERDF Goals.

The proposal aligns with ERDF's mission to: "To train professionals

in Physical Education, Sports and Recreation technically

specialized, qualified, successful, enterprising and ethical; with the

ability to perform their functions in educational institutions, areas of

integral health and sports organizations, facilitating the community

the practice of good living"; by having a facility with the essential

sports equipment for the improvement of teaching, the development

of science and innovation and the provision of services to students,

contributing to the improvement of health and in general, to the

quality of life of people.

Physical Education, Sports and Recreation with scientific, academic,

ecological, technical rigor, practices of human and ethical values,

with national and international projection that will contribute to the

good living, the integral formation of children, youth, adolescents

and the community in general". Hence, FEDER, from the Dean's

Office, constitutes the academic unit with competences to assume

the administration processes of the Center in question. From this

perspective, the project responds to a foundation that delineates its

purposes.

The need to address the complexities and imbalances that today

represent the processes of health, nutrition, healthy psychological

development, human development and social growth in different

sectors of Ecuador and especially in the city of Guayaquil, in the

young student population, force the university sector to propose

projects and programs, either from the alternatives of linking with

communities, research efforts and scenarios of international liaison

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approach, oriented towards the solution and eradication of such

imbalances.

This achievement is not possible if the same simplistic vision is

assumed, from the monodisciplinary perspective with which the

processes of physical development have been approached, even

knowing that everything inherent to physical activity has historically

been impregnated by collaborative knowledge. Hence, the complex

and integral nature of this area.

Thus, presenting the CEDUG from the epistemological perspective

of Complexity, postulates a permanent dialog of physical sports

activity with a diversity of knowledge that intersect in the intention

of favoring forms of human strengthening that, starting from sports

development as an integrating axis, also propitiate the

institutionalization of a logic that understands the value of

knowledge, in permanent construction.

Hence the relevance of a Sports Development Center with a diversity

of areas and sports, which is designed for the practice of sports such

as: Soccer, athletics and chess and hereinafter, volleyball, basketball,

baseball, handball, swimming, table tennis, combat sports, physical

and sports practices of bodybuilding, psychological and

accompanying activities, gymnastics, nutritional guidance, attention

to adults and their physiological change and educational guidance

for the development of life and health projects, as expressed by

Krzenmien , D (2001: 10) by stating that: "This can only be achieved

from an epistemic vision consistent with the needs of the world",

which as Morin (2008) rightly expresses: "Postulate the dialogic of

knowledge", where simplicity is not dismissed but answers are given

to fundamental human and social problems from multi-referential

possibilities, always bearing in mind the principle of

complementarity inter-sciences addressed, as expressed by

Martinez, M (2007): "Integrating into a coherent and logical whole

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the contributions of different people, schools, methods and

disciplines".

This project proposes a program that overcomes the fragmentation

of science and overcomes the traditional technicality, from an

epistemological option, as stated by Miranda, C (2005): "For the

construction of new socially relevant knowledge and an Evaluative

Model of Lifelong Learning". From this epistemic vision, the

CEDUG program seeks a rethinking of human physical development

for a society in permanent changes, which also guarantees to achieve

what Sanchez M, Aparicio M and Dresh, V (2006: 7) outline as a

contribution to overcome through actions of integral health care:

"Anxiety, self-esteem and promote satisfaction as a human being in

every action performed, both men and women".

Complexity is assumed as an epistemological vision because it is

considered that this conception of the world: "Articulates

possibilities of linking overlapping knowledge to give social answers

pertinent to the times, in any social territory", as evidenced in his

reflections Trujillo S (2005:20).

The program in development is based on the contributions of the

psychological theories of learning and social psychology, taking the

foundations of Vigotsky's constructivism, whose platform, viewed

from one of the visions of humanism, promotes the resolution of

learning problems and social coexistence, based on the relationships

given from the zones of proximal development, in which those who

make up the human group receiving guidance for physical sports

development, also form an active part in the construction of their

own learning.

The contributions of the sociocultural conception of education are

also assumed, from which, according to García, M (2002:12): "It is

intended to meet social and cultural needs", taking as axis or central

trunk the physical sports activity to give answers to the students of

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the different faculties of the University of Guayaquil, belonging to

different territories and social and economic groups. Hence the

relevance or linkage of these theories with the purposes of complex

thinking.

Within the framework of the scope to be achieved from an inclusive

psychological perspective, Matad, M (2004:12) also highlights the

following: "The leading role of women and their recognition in the

field of sport and their right to participate and be included in the

processes of human development.

Materials and methods

The construction of the Center will be carried out in five stages:

Diagnostic Stage: Consists of the study of detection of student needs

of the faculties in sports, physical, health, nutritional, psychological

and educational matters, through a unit formed by a transdisciplinary

team, composed of professionals specialized in the areas of physical

conditioning, health, psychology, education, human development,

communication systems and areas related to physical activity. This

stage of the project will be the responsibility of the Research

Department and should be carried out through the participation of

researchers with expertise and research-sports training, designated

by the ERDF Dean's Office, with the purpose of achieving training

profiles according to the logic of what Velandia ,A. (1994: 19)

establishes as the need to generate processes oriented to: "Research

for health and quality of life in all sectors of society".

Promotion and Publicity of Activities: It consists of the stage of

dissemination and publicity of the project through talks in the

faculties, flyers and propagation by audiovisual media, igital of

Ecuador, as well as in international networks of researchers, in which

the activities and goals they intend to achieve will be presented. This

stage will be carried out with television interviews and radio

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programs, in order to strengthen inter-institutional relations and

intersectoral work, in which national and international organizations

will participate in a process of co-management, development and

cooperation. It is the responsibility of the ERDF Dean's Office to

designate personnel in the area of Social Communication, with

expertise in the management of networks and advertising media for

the development of the promotion and dissemination processes.

Results

In the stage of Design and Structuring of Spaces for Integral Physical

and Sports Development: A transdisciplinary commission will be

appointed, in charge of structuring sectioned spaces of attention to

students in the physical sports areas, personnel with competencies in

research, physical sports conditioning, health, human development,

education, psychology and nutrition that will have as a central object,

to start with SOCCER, ATHLETICS and CHESS and in the

following, individual, collective, combat, muscle building sports

practices will be incorporated, among these, swimming, baseball,

basketball and others that arise as a requirement.

Stage of Integral Assessments: This corresponds to the evaluative

diagnosis of the students to participate in the center in the medical,

psychological, biological, sociocultural and physical aspects. For

this, the Academic Unit of Administrative Management of the

Program: ERDF Dean's Office, will designate a team made up of

professionals in the area of Physical Activity, health professionals,

nutrition and education, psychology and socioanthropology for the

execution of student assessments. Intervention Stage: Consists of the

execution of the schedule or action plan to achieve the central

objective of the project. This stage is the responsibility of the ERDF

Dean's Administrative Management Unit, together with the

academic unit of operational management: Research Department.

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Discussion

The process of organization and systematization of the information

obtained from the surveys and interviews applied to the subjects of

study, as well as impact evaluation, which will be the responsibility

of the Research Department, through the work carried out by

operational monitors.

References

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(2008). Last Modification. July 13 - July-2011. Status: In force.

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Garcia, M (2002) Perceived Control and Subjective Well-Being: An

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Krzenmien, D (2001): Quality of Life and Social Participation in Female

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