¿Qué es la ludomotricidad? Fundamentos epistemológicos, pedagógicos y didácticos de una perspectiva emergente para la Educación Física contemporánea

Abstract

In recent decades, Physical Education has undergone a conceptual transformation aimed at moving beyond traditional approaches focused exclusively on the development of physical capacities and sports skills. In this context, ludomotricity has emerged as a pedagogical perspective that recognizes the formative value of play, motor action, and playful experiences as means to promote meaningful learning, holistic development, and active participation. Although the term has gained traction in the specialized literature of Latin America, debates persist regarding its conceptualization, foundations, and educational scope. This article aims to analyze the origin, evolution, and meaning of ludomotricity, as well as its main contributions to contemporary Physical Education. Based on a documentary review and contributions from motor praxeology, human motor skills, and sociocultural learning theories, it proposes that ludomotricity constitutes a pedagogical perspective that transcends the instrumental use of play to become a means of constructing meaningful motor experiences. It argues that this approach favors the development of motor, cognitive, social, emotional, and cultural competencies, contributing to a broader understanding of human movement within educational processes.