Coordination is the sensory-motor base and the technical fundamentals of soccer, it is of utmost importance that these skills are developed at an early age within the formative stages, since they are the fundamental pillar for the correct execution within this sport practice; in such a way that it contributes to future sport talents. The objective of this study was to determine the incidence of coordination in the technical fundamentals of soccer in the U-10 category. This type of research has a non-experimental design, descriptive scope and cross-sectional with a mixed approach. The study population consisted of 25 athletes; the results obtained showed that, in reference to coordination in general, it is in deficient values, classified as bad; the application of the different tests yielded negative values, in terms of the test of passing accuracy, driving and finishing accuracy, placing it on the scale of bad; there is a low level in its development, necessary for a correct execution of the technical fundamentals of soccer, in relation to the accuracy of passing, driving and finishing accuracy. It is proposed to use exercises aimed at strengthening in a playful way, considering relevant aspects such as the chronological age of the players, to achieve improvement in terms of their motor skills and, therefore, in the technical fundamentals of soccer.

Interval training focuses on developing, improving the performance of the soccer player both in terms of the ability to make maximum efforts, as this helps to improve their aerobic capacity and to achieve adequate techniques and tactics in this sport. The objective of this is the research is through the application of interval training to improve aerobic resistance in soccer players of the training categories of Orense S.C. This research is of a quasi-experimental type with the application of a pre and post-test the study population is made up of thirty soccer players. The results show that after the application of the tests the soccer players obtained optimal results, improving their speed and resistance. It is concluded that it is necessary to emphasize the development of interval training to obtain positive results.

The objective of this study was to demonstrate the influence that plyometrics has on the speed of soccer players in the training categories of the Orense soccer club. A descriptive quasi-experimental longitudinal study design with a quantitative approach was conducted. For this study, the pre and posttest of 0-10 meters was used, the results of which were M=1.4414 seconds and DE= 0.17659 seconds, which means a difference in speed of 0.07571m/s on average, in the 0 - 30m test. it reaches a M= 4.6231 with a DE= 0.79151 which implies that the speed was reduced by 0.12286 m/s with respect to the average; in the 10-30 m test, M= 2.9534 seconds and DE= 0.40047 seconds were achieved, obtaining a difference in speed of .08743 m/s on average; In conclusion, the 6-week intervention plan through plyometric exercises significantly improved speed in soccer players. A total of 35 participated, of which 13 were from the sub 12 category; 9 from the sub 14 category and 13 athletes from the 16 categories; with a weight (M=53.34 kg; SD=11.585); height (M=1.62 cm; SD= 0.105). The results express that the plyometric training manages to increase the speed of 0-10m, 0-30 m and 10-30 meters, decreasing the time to cover said distance; In conclusion, it was determined that if we apply plyometric training correctly, it can be pointed out that there are significant improvements in the speed capacity of soccer players.

Introduction: Learning strategies become activities planned according to the needs of students, while technology is an inescapable ally in the teaching-learning process. Objectives: The objective of this article is to describe the methodological strategy for the use of technological resources in the learning of Language and Literature in the general basic. Methodology: It was developed under a mixed, qualitative - quantitative approach, likewise it was of a descriptive type supported by a non-experimental design. The sample consisted of 18 teachers who, because they are knowledgeable about the problem according to their educational activity. Results: It was possible to detect that the methodological strategies make possible the development of the learning of the various integrating axes in the learning of Language and Literature, in addition, the frequency of use of technological resources in the area of ​​Language and Literature is bimonthly, the response of the teachers when affirming that the traditional way of teaching should be changed. Conclusions: The methodological strategies are planned processes whose direction leads to the achievement of significant learning by the students, it must be applied in a flexible way; Technological resources are very important tools within the educational process that allow reinforcing the teaching-learning process; Lastly, the Language and Literature subject implicitly involves oral communication, because it allows students to present different points of view. Study area or branch of science: Basic Education.

Introduction. The inverted classroom is a modern didactic methodology that seeks to break with the paradigms of traditional education. It seeks to place the student as the protagonist of the teaching-learning process. This option is being implemented more in higher education, since in recent years there have been numerous challenges to the sector, such as the COVID-19 pandemic, virtual education, limited access to the Internet, materials, and curricular gaps. Objective. The objective is to promote the use of the inverted classroom methodology in higher education to achieve significant learning for students. Methodology. Based on a restructuring of a research methodology, a mixed approach was applied to contemplate the manipulation of descriptive and numerical data. Subsequently, the data were consolidated and interpreted based on the researchers' criteria. Results. It is of utmost importance to create new methodological strategies that keep students motivated. This methodology allows them to build their own knowledge, based on their abilities and skills. Conclusion. The inverted classroom focuses on the educational environment, seeking that students develop innovative activities that allow meaningful learning and long-term memory. It depends on the teacher's ability to evaluate and know how to use specifically in certain subjects because in certain areas of knowledge there is difficulty in its application. General area of study: Education. Specific area of study: Significant learning.

Introduction.  Nonspecific sentences introduce a Nominal Phrase (SN) interpreted as non-specific or a fact interpreted as habitual. In this typology of sentences, Spanish allows different strategies for determining the direct object such as the brief name, the indefinite article and, although limited, the definite article. Objective. Observe the preferences of native tongue Ecuadorian Spanish speakers regarding the determination of direct objects of nonspecific sentences. Methodology. A multiple-choice questionnaire composed of 32 sentences has been created that suggested a non-specific reading of the direct object. For each sentence, different determination strategies were put as options, such as definite article, indefinite article, and brief name. The 96 participants surveyed had to select the type of determination that they considered most appropriate.  Results.  From the data collected, a wide use of the indefinite article has been observed at the expense of the brief name and a use of the definite article in the embryonic stage.  Conclusions. From the analysis of the results, it can be concluded that, although the Spanish definite article is placed in stage II of the Greenberg cycle, it presents a slight movement towards stage III, represented by a limited grammaticalization in the domain of nonspecific especially in generic sentences interpreted as habitual.  General area of study: Education.  Specific area of study: Linguistics.