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Unidad Educativa Fiscomisional Amalia Uriguen. Azogues, Ecuador. edgar0620.1988@gmail.com2Dr. C. Universidad de Guayaquil, Ecuador. ruben.castillejoo@ug.edu.ec3Lic. Gobierno Autónomo Descentralizado, Azogues, Ecuador. dignagalabay@gmail.comDate of reception: September 14, 2021.Date of acceptation: November 22, 2021._________________________________________________________________________ABSTRACTThe objective of this research is to identify the relevance of an extracurricular playful-chess strategy to improve academic performance in students of Basic Education. For this, theoretical, empirical and mathematical-statistical methods were used that allowed conducting the investigative process. The results of the experts consulted make evident the existence of a consensus in the second round of the Delphi methodology, an issue that gives relevance and validity to the proposed strategy, since the criteria come from professionals with a high and medium level of competence in the subject. investigated. Keywords: Playful-chess strategy; Extracurricular hours; Academic performance; Basic educationRESUMENEl objetivo de la presente investigación radica en identificar la pertinencia de una estrategia lúdica-ajedrecística extracurricular para mejorar el rendimiento académico en estudiantes de la Educación básica. Para ello, se utilizaron métodos teóricos, empíricos y matemático-estadísticos que permitieron conducir el proceso investigativo. Los resultados de los expertos consultados hacen evidente la existencia de un consenso en la segunda ronda de la metodología Delphi, cuestión que le da pertinencia y validez a la estrategia propuesta, pues los criterios provienen de profesionales con alto y medio nivel de competencia en la temática investigada.Palabras clave: Estrategia lúdica-ajedrecística; Horario extracurricular; Rendimiento académico; Educación básica__________________________________________________________________/9j/4AAQSkZJRgABAgEAYABgAAD/4Qm4RXhpZgAATU0AKgAAAAgABwESAAMAAAABAAEAAAEaAAUA AAABAAAAYgEbAAUAAAABAAAAagEoAAMAAAABAAIAAAExAAIAAAAbAAAAcgEyAAIAAAAUAAAAjYdp AAQAAAABAAAApAAAANAAAABgAAAAAQAAAGAAAAABQWRvYmUgUGhvdG9zaG9wIENTIFdpbmRvd3MA MjAxNjowMzoyMSAwODoxODo1NwAAAAAAA6ABAAMAAAAB//8AAKACAAQAAAABAAAAWaADAAQAAAAB AAAAHgAAAAAAAAAGAQMAAwAAAAEABgAAARoABQAAAAEAAAEeARsABQAAAAEAAAEmASgAAwAAAAEA AgAAAgEABAAAAAEAAAEuAgIABAAAAAEAAAiCAAAAAAAAAEgAAAABAAAASAAAAAH/2P/gABBKRklG 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KKACiiigAooooAKKKKACquu/8gS8/wCuL/8AoJoopMqHxI/EH/gpr/yNmo/77fzr4A0//kaV/wB/ +tFFfl2a/wC8fM/u/wAP/wDkUR/wn6jf8El/+Rs0r/rov86/YEdBRRX2+Rf7ufy34rf8jh+gUUUV 7Z+ZBRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRRQAUU UUAFFFFABRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRRQAUUUUAFFFFABRRR QB//2R== Journal Physical Culture and Sports of Guantanamo ISSN: 2519-9455RNPS: 2286Vol.11, No.20 (2021)Published online on: December 5, 2021famadeportes.cug.co.cu______________________________________________________________________Vol. 11, No.20 (2021) RNPS: 2286INTRODUCTIONSport is a way of socialization widely used by educators to contribute to the comprehensive development of students. For Tamorri (2004), sport is an end in itself and a tool that helps improve the individual's mental abilities.Chess is among the sports that require high-order cognitive skills and have positive effects on cognitive development. Chess is a science, an art, a sport and a great educational tool (Fernández & Sánchez 2011).Blanco (1996) considers that: "Chess is a continuum of elaboration, proposal, problem solving, decision making and the generation of critical and creative thinking in situations of uncertainty". (p.21)This same author later states that Chess can be appreciated from five different, but at the same time complementary, edges, these are: recreational activity, sports discipline, logical mathematical expression, artistic expression and pedagogical tool. This is assumed in this research, since they are the main potentialities that this activity develops for its practitioners.There are several authors who have carried out studies on the benefits of Chess for different scenarios in the life of human beings, among them the following stand out: León (2001), Maceira (2005), Blanco, (2007), Bueno, (2011) García et al., (2007), Cortés (2009) and Pérez, (2014), Ramírez, (2014), who point out the need to promote the systematic practice of Chess in different sectors of society.Academic performance can be understood as the system that measures the degree of knowledge achievements of students acquired through educational didactics evaluated using quantitative and qualitative techniques.On the other hand, Blanco (2011) asserts that"school performance is an element of great importance in any learning process and that one of the factors that can significantly affect it is the socioeconomic level, it is where a cognitive tool such as the game of Chess can elevate and compensate for school and social deficiencies”. (p.16)In the Republic of Ecuador, the practice of Chess began at the beginning of the 20th century, with the participation of students from prestigious educational institutions in Guayaquil and Quito; subsequently.In the Ecuadorian Physical Education curriculum, the available curricular spaces have not been used, nor the authority of the teacher in the selection of the contents of the class, to practice Chess, for which the intentions of including it as curricular content are almost nil. despite the fact that in the Curriculum Reforms (2010-2016) it is stated that: the knowledge construction process is oriented to the development of a logical, critical and creative way of thinking and acting, through confronting real situations and problems of life and participatory learning methods.The spaces for the practice of Chess in the provincial sports federations, cantonal and parish leagues, or private clubs, are used to develop Chess programs and vacation plans, in children linked to competitive sports, which limits mass participation, wasting the potential educational science game, in the comprehensive education of children, adolescents and young people.Accordingly, the objective was identified: to identify the relevance of an extracurricular playful-chess strategy to improve academic performance in students of Basic Education.METHODSFor the development of the research, the postulates of a non-experimental, predictive design are followed, according to the criteria of Estévez, Mendoza, Terry, (2006). Where variables are not manipulated, it is on the way to knowing the relevance of a methodological tool, in this case a strategy. For this, elements of the quantitative and qualitative paradigm are assumed.The research population consisted of 52 possible experts on the subject under investigation, who were sent a survey in order to carry out a self-assessment of their knowledge of the subject under investigation. After determining the coefficient of knowledge by the formula that will be described in the results section. 33 experts were selected based on the criteria of having a high or medium level of competence.For the investigation, theoretical order methods were taken into account, such as the analytic-synthetic and the inductive-dedicative. While of the empirical order, a survey was used to know at first the level of competences of the experts and then their evaluations.That is why the expert criterion is used, which was applied to search for consensus among the experts, around the relevance of the extracurricular playful-chess strategy to improve the academic performance of students of Middle Basic Education.The mathematical-statistical methods allowed the processing of the information obtained through the methods and techniques of the empirical level. The most used were: descriptive statistics, within it (the preparation of tables, the calculation of the absolute and relative frequency), the calculation of the coefficient of competence of experts (k) and the Green procedure that allowed determining the points of cut in Delphi processing.RESULTSStructure of the extracurricular playful-chess strategy to improve academic performance in students of basic educationThis strategy aims to improve academic performance in students of Middle Basic Education and presents the following structure:First stage: diagnosisIn this, actions were carried out such as: operationalization of the variables, selection of the instruments, preparation of the personnel that will apply them, pilot study, application of the same, data collection and interpretation of the results.Second stage: planningIn this stage, two fundamental actions are carried out, the first aimed at preparation, where different ways are exposed for its realization, such as: talks, seminars and courses on the subject of Chess and redeeming school. For this, the results of the diagnosis were taken into account and the contents were selected in correspondence to three chess levels.Level 1 those who do not know the rudiments of Chess.Level 2 those who dominate the movement of the pieces and know how to execute simple mates.Level 3 those who dominate some elements of the openings, the middlegame and the endgames.In addition, a total of 15 chess play activities and 4 games were designed for this same purpose. Below is an example of activities.Level 1 (familiarization)Activity 2. Learning ChessObjective: To train students in the basic elements of Chess.orientations. To carry out this activity, it is important to begin by returning to the diagnosis of activity 1, which allowed us to know the knowledge that students have about Chess. It can be done by organizing courses and workshops, where the content that cannot be left out is: Movement of the pieces, threats to the King, importance of castling, the games Tables and the simple mates or of pieces of a side against a King alone. To organize it, it is suggested to unite several groups of the educational unit, where this activity must be repeated as many times as necessary until the objective is fulfilled.Evaluation. To evaluate it, the following is suggested: carry out a test to know the level of knowledge of the students, organize chess conversations where they must present the knowledge acquired, conduct interviews with the students where they are asked about the content taught and make observations on the training received. for the students.Third stage: explanation of the procedure of the applicationIn this stage it contains three fundamental actions, one directed to the elaboration of the execution schedule for the preparation of the actors involved, another for the schedule, but of the implementation of the playful-chess activities and the third the determination of themeans, resources and requirements to be taken into account for its application.Fourth stage: evaluationIn this, all the information will be collected from the control carried out in each of the actions developed in the strategy in correspondence with the criteria issued by the selected experts; this will allow its readjustment at each level and action developed.Before delving into the analysis of the results of the application of this method, it is made clear that an expert is understood in this research, for which Crespo's (2007) criteria are shared: "An expert is understood to be an individual, group of people or organizations capable of offering, with maximum competence, conclusive assessments of a given problem, making real and objective forecasts on the effect, applicability, viability, and relevance that the proposed solution may have in practice, and providing recommendations on what do to perfect it.” (p.17)For the development of this method, the steps described by Mesa (2021) are assumed, which states that these are the following: determination of the objective, selection of experts, choice of methodology, application of the selected methodology and processing of the information. information.iVBORw0KGgoAAAANSUhEUgAAAfAAAAC9CAYAAAE7Gh92AAAAAXNSR0IArs4c6QAAAARnQU1BAACx 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chess strategy, 13 experts for 39.39% describe it as very pertinent, 15 quite pertinent, that is, 45.45%, and five (5), 15.15%, pertinent. It was recommended: to specify more the specific objectives of the strategy and to carry out a greater derivation of the phases of stages 2 and 3.Regarding the preparation proposal for teachers and description of recreational activities, 13 experts describe them as very pertinent, 39.39%, 17 quite pertinent, for 51.51% and 3, 6.06%, pertinent. Among the criteria, the following were highlighted: include some other means of preparation in addition to the workshops, specify the source that was assumed for the structure of the preparation workshops and include games as part of the elaborated recreational chess activities.In relation to the forms of evaluation, 17 experts, 51.51%, describe it as very pertinent, 11 for 33.33% quite pertinent and five (5), 12.5%, adequate. The criteria that were highlighted are: apply another method of seeking consensus among the users who will introduce the strategy in the school context and specify more how to make adjustments to the proposal.The information collected in the first consultation made it possible to determine the cut-off points of the corresponding data and refine the proposal based on the recommendations issued.Table 1. Results of the survey of experts in round 1.Indicators to be evaluated by expertsPMBPPPPSelected dimensions and indicators13 (39.39%)17 (51.51%)3 (9.09%)-Structure of the chess game strategy13 (39.39%)15 (45.45%)5 (15.15%)-Preparation proposal for teachers and description of recreational activities13 (39.39%)17 (51.51%)3 (9.09%)-Evaluation Forms17 (51.51%)11 (33.33%)5 (15.15%)-Source: own elaborationFrom the second round (Table 2) it was possible to infer that there is a high coincidence of the experts consulted, about the very pertinent nature of the proposed strategy, which was established based on the observation of the values ​​obtained in each of the parameters. evaluated in the matrix of abscissa values, (N– Average) and the respective cutoff points, it stands out as significant that:The experts qualify the selected dimensions and indicators as very pertinent 27, which represents 81.81%, quite pertinent five (5) for 15.15%, and pertinent one (1) that represents 3.03%. They consider it pertinent for its implementation, determined to identify the initial state of the problem studied and thus assess the limitations and potentialities of the school environment.The structure of the strategy is considered very pertinent 30, which is equivalent to 90.90%; quite pertinent two (2) for 6.06% and pertinent one (1) that represents 3.03%. Therefore, it is adequate for the purposes for which it was conceived.In relation to the preparation proposal for teachers and description of recreational activities. The criteria were very favorable since 31 experts for 93.93% valued it as very pertinent and only 2 for 6.06% quite pertinent, while the remaining categories had no criteria.On the other hand, the forms of evaluation received the following criteria: they were very pertinent, since 29 of them, which represents 87.87%, consider it so, while quite pertinent, only three (3) valued it for 9.09%, and relevant one (1) which is 3.03%. There is a positive trend in the acceptance, about the very pertinent condition of the playful chess strategy proposal that led to an improved final result.Table 2 Results of the application of the survey to the experts in round 2Indicators to be evaluated by expertsPMBPPPPSelected dimensions and indicators27 (81.81%)5 (15.15%)1 (3.03%)-Structure of the chess game strategy30 (90.90%)2 (6.06%)1 (3.03%)-Preparation proposal for teachers and description of recreational activities31 (93.93%)2 (6.06%)--Evaluation Forms29 (87.87%)3 (9.09%)1 (3.03%)-Source: own elaborationAnalysis of the obtained resultsTable 3 Final statistical analysisSource: Green procedure, Microsoft Excel statistical distribution table, Cruz, (2008)AspectsPMBPPPPAdditionAverage(P)(N-P)Indicator 10.00001.11083.72003.72008.55082.13770.0363Indicator 20.43071.83391.83393.72007.81861.95460.2194Indicator 30.25331.50113.72003.72009,19442,2986-0.1246Indicator 40.34071.11083.72003.72008.89152.2229-0.0489Cut points0.22171.41153.34283.7200-N=2.1740-Source: own elaborationFrom the tabulation of the results of the processing of the cut-off points, Scheme 1 is obtained. Where the previous aspects put to the consideration of the experts are evaluated as highly relevant, since their location on the numerical line of the cut-off points and the values ​​correspond to the proposed aspects. 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tasks involving memory capacity. The biggest difference with this study is that they did not focus on deepening the evolution of students in different school subjects. On the other hand, Rojas-Vidaurreta (2001) demonstrated a better performance in executive functions in students who played this activity systematically, in children from 7 to 11 years old, however, he did not focus on knowing the effects for academic performance.It is worth highlighting what was investigated by Gairín and Fernández, (2010), since they obtained important results in the school performance of students in the subject of mathematics with the use of Chess. Although the intervention is significant in the case of girls for both factors (increases, in the experimental group). Reason why it is suggested to continue deepening in Chess as an educational resource so that it contributes to academic performance.Rojas, (2017) investigated Chess, as a pedagogical strategy to strengthen basic cognitive processes. His results showed to have enhanced fronto-executive functions in the school context. Among his proposals is the use of new technologies, through the projection of videos of Little FRITZ and the different activities in the classroom. For which the results of it focused on teaching hours.Matos et al. (2018) in their investigation Intelligences Developed by the Student Chess Player, used Gardner's theory of multiple intelligences to Chess, although their results had an impact on solving problems, calculating and reasoning in the contents of different school subjects, however, did not carry out training actions for the personnel that would apply its strategy in the educational context.For his part, Blanco (2020) in his research based the categories and potentialities of Chess as a pedagogical tool. Aspects that contributed to the theoretical enrichment that justifies the need to implement Chess in the school context regardless of the time it takes place.When carrying out an analysis of the previously consulted sources, it becomes evident that, although Chess has been used as an educational tool in various forms and conceptions, there are still no results that allow Chess to be used as a recreational activity in extracurricular hours to improve academic performance in students.The analysis and interpretation of the results, through expert criteria, confirmed the relevance of the extracurricular play-chess strategy to improve academic performance in students, recognizing that the proposal is effective to be implemented in the Ecuadorian educational context.BIBLIOGRAPHIC REFERENCESBlanco, U. (1996). Sistema Instruccional del Ajedrez. Congreso de la República.Blanco, J. (2011). Desarrollo del Aprendizaje Estratégico a través del Juego de Ajedrez. (tesis de doctorado inedita). Universidad Pedagógica Experimental Libertador, Instituto Pedagógico de Caracas. p. 120Blanco, J. (2020). El Ajedrez como herramienta pedagógica: contextualización y fundamentación de los elementos psicopedagógicos. Capablanca, 1(2), 14-30. Recuperado a partir de http://capablanca.cug.co.cu/index.php/Ajedrez/article/view/17Crespo, T. (2007). Respuestas a 16 preguntas sobre el empleo del métodoDelphy en la investigación pedagógica. Lima, Perú: Editorial San Marcos.Cruz, M. (2008). El procesamiento de la información en las investigaciones educacionales. La Habna: Editoroial Educación Cubana. 552pEstévez, M., Mendoza, M. y Terry, C. (2006). La Investigación Científica en la Actividad Física: su Metodología. La Habana: Editorial Deportes. 317pGairín, S. y Fernández, A. (2010). Enseñar matemáticas con recursos de Ajedrez. Departamento de Pedagogía aplicada. Recuperado el 02 de 02 de 2021, de https://repositorio.uam.es/bitstream/handle/10486/4618/30615_2010_15_03.pdf?seqHorgan, D. & Morgan, D. (1990). Chess expertise in children. Applied cognitive psychology, 4(2), 109-128. DOI: 10.1002/acp.2350040204Matos, Y. et al. (2018). Inteligencias que Desarrolla el Estudiante Jugador de Ajedrez. Revista Scientific- Artículo Arbitrado (3) 19-20Mesa, M. (2021). Criterio de expertos, especialistas y usuariosen las tesis de la Cultura Física. Actividad de formación teórico-metodológica del Programa de doctorado en Ciencias de la Cultura Física de la UCCFD “Manuel Fajardo”, La Habana, Cuba.Reforma Curricular Ecuatoriana. (2010). Actualización y fortalecimiento Curricular de la Educación General Básica 2010. Quito: Versión web.Rojas-Vidaurreta, L. (2001). Aproximación al estudio de la flexibilidad cognitiva en niños ajedrecistas. Revista Cubana de Medicina Deportiva y Cultura Física, 6(2). https://doi.org/10.1080/02109395.2017.1295578Rojas, N. (2017). El Ajedrez, como estrategia pedagógica para fortalecer los procesos cognitivos básicos de los niños y las niñas de 5 a 6 años del Jardín Infantil “Manitos a la obra” y contribuir con su desarrollo integral. (trabajo de diploma), Universidad Santo Tomás, Colombia 119pTamorri, S. (2004). Neurociencias y deporte. Psicología deportiva, procesos mentales del atleta. Barcelona: PaidotriboExtracurricular playful… Edgar P. Siguencia-Sánchez, Rubén Castillejo-Olán, Digna D. Galabay-Guaman____________________________________________________________________________________________________________________________________________Vol. 11, No.20 (2021) RNPS: 2286