Efectos de una intervención sociomotriz en la convivencia y el desarrollo integral en Educación Física escolar

Introduction: School Physical Education faces challenges related to student coexistence, motivation, and mental health. In this context, sociomotricity emerges as a methodology that fosters interaction, cooperation, and holistic development. Objective: To analyze the effects of a pedagogical intervention based on sociomotricity on school coexistence and holistic development among fifth-grade students in public schools. Methodology: The study adopted a qualitative approach with multiple case study design. Semi-structured interviews and anecdotal records were conducted with teachers and school leadership teams following a three-session sociomotor intervention. Data were analyzed using open coding and MAXQDA software. Results: Improvements in school coexistence were observed, including reduced conflict and increased collaborative interactions. Advances in participation, group cohesion, and socioemotional skills indicated that the sociomotor intervention fostered a more inclusive, respectful, and supportive learning environment. Discussion: The findings align with studies that highlight sociomotricity as an effective strategy to enhance coexistence, participation, and socioemotional development. Improvements in interpersonal relationships and the school climate suggest that shared motor action helps build more inclusive, cooperative, and emotionally meaningful educational environments. Conclusions: The sociomotor intervention supported students’ holistic development by promoting participation, group cohesion, and improved school coexistence. Sociomotricity emerges as a relevant methodology for designing inclusive, meaningful Physical Education classes focused on socioemotional well-being.