University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
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RNPS: 2411
|13(1) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Corrales González, A.,
Rovira Alvarez, Y., Pulido Díaz, A., &
Márquez Marrero, J. L. (2025). The
management of sports movement: current
state at the University of Pinar del Río
“Hermanos Saíz Montes de Oca”.
Estrategia
y Gestión Universitaria
, 13(1), e8772.
https://doi.org/10.5281/zenodo.14991219
Received: 22/01/2025
Accepted: 25/02/2025
Published: 14/03/2025
Corresponding author:
ayan.corralesg@upr.edu.cu
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
The management of sports movement:
current state at the University of Pinar
del Río “Hermanos Saíz Montes de
Oca”
La gestión del movimiento deportivo:
Estado actual en la Universidad de Pinar
del Río “Hermanos Saíz Montes de Oca”
A gestão do movimento esportivo:
estado atual na Universidade de Pinar
del Río “Hermanos Saíz Montes de Oca”
Abstract
Introduction: university sports play an essential role in the
comprehensive development of students, as they promote
physical activity, teamwork, and values such as effort and
personal improvement. Therefore, its management
constitutes a key subprocess within university extension.
Objective: to present the diagnosis of the management
process of the sports movement at the University of Pinar del
Río Hermanos Saíz Montes de Oca”. Method: a qualitative
approach was employed, combining theoretical methods such
as historical-logical analysis and modeling with empirical
methods including interviews, questionnaires, and document
analysis. Results: the diagnosis allowed for the identification
of regularities that evidenced current limitations in the
management of the sports movement. These findings
corroborated the need to transform the process to make it
more systemic, efficient, and of higher quality. Conclusion:
the analysis conducted underscores the importance of
considering the management of the sports movement as a
strategic component to strengthen the comprehensive
education of university students. This involves not only
addressing the identified limitations but also fostering an
integrative vision that better articulates human, material, and
institutional resources to achieve a sustainable impact over
time.
Keywords: sports movement, management, University
Resumen
Introducción: el deporte universitario desempeña un papel
esencial en el desarrollo integral de los estudiantes, debido
que promueve la actividad física, el trabajo en equipo y
valores como el esfuerzo y la superación personal. Por lo que,
su gestión constituye un subproceso clave dentro de la
extensión universitaria. Objetivo: presentar el diagnóstico del
proceso de gestión del movimiento deportivo en la Universidad
de Pinar del Río “Hermanos Saíz Montes de Oca”.
Ayan Corrales González
1
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0001-8562-2172
ayan.corralesg@upr.edu.cu
Cuba
Yudit Rovira Alvarez
2
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0003-3232-9372
judyrovira72@gmail.com
Cuba
Arturo Pulido Díaz
3
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0002-8694-9836
arturo.pulido@upr.edu.cu
Cuba
Juan Lázaro Márquez Marrero
4
Universidad de Pinar del Río “Hermanos
Saíz Montes de Oca”
https://orcid.org/0000-0001-9632-9350
marqmarrero@upr.edu.cu
Cuba
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(1) | Enero-Junio |2025|
| Ayan Corrales González | Yudit Rovira Alvarez | Arturo Pulido Díaz |
Juan Lázaro Márquez Marrero
|
Método:
se empleó un enfoque cualitativo que combinó métodos teóricos, como
el histórico-lógico y la modelación, con métodos empíricos, tales como
entrevistas, cuestionarios y análisis de documentos.
Resultados:
el diagnóstico
permitió identificar regularidades que evidenciaron las limitaciones actuales en
la gestión del movimiento deportivo. Estos hallazgos corroboraron la necesidad
de transformar el proceso para hacerlo más sistémico, eficiente y de mayor
calidad.
Conclusión:
el análisis realizado resalta la importancia de considerar la
gestión del movimiento deportivo como un componente estratégico para
fortalecer la formación integral de los estudiantes universitarios. Esto implica no
solo atender las limitaciones detectadas, sino también fomentar una visión
integradora que articule mejor los recursos humanos, materiales e institucionales
para alcanzar un impacto sostenible en el tiempo.
Palabras clave:
movimiento deportivo, gestión, universidad
Resumo
Introdução: o esporte universitário desempenha um papel essencial no
desenvolvimento integral dos estudantes, pois promove a atividade física, o
trabalho em equipe e valores como o esforço e a superação pessoal. Assim, sua
gestão constitui um subprocesso fundamental dentro da extensão universitária.
Objetivo: apresentar o diagnóstico do processo de gestão do movimento esportivo
na Universidade de Pinar del Río “Hermanos Saíz Montes de Oca”. Método: foi
utilizada uma abordagem qualitativa que combinou métodos teóricos, como o
histórico-lógico e a modelagem, com métodos empíricos, tais como entrevistas,
questionários e análise de documentos. Resultados: o diagnóstico permitiu
identificar regularidades que evidenciaram as limitações atuais na gestão do
movimento esportivo. Esses achados corroboraram a necessidade de transformar
o processo para torná-lo mais sistêmico, eficiente e de maior qualidade.
Conclusão: a análise realizada destaca a importância de considerar a gestão do
movimento esportivo como um componente estratégico para fortalecer a formação
integral dos estudantes universitários. Isso implica não apenas tratar as limitações
identificadas, mas também promover uma visão integradora que articule melhor
os recursos humanos, materiais e institucionais para alcançar um impacto
sustentável ao longo do tempo.
Palavras-chave:
movimento esportivo, gestão, universidade
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Introduction
The sports movement and its social importance are linked to the benefits it
provides in various aspects of people’s lives, particularly in terms of physical,
psychological, and social activity. This transforms the sports movement into a matter
of general interest, deserving of promotion by institutions, which play a crucial role
in addressing the needs of the population. In universities, specifically, this topic has
gained increasing importance due to the participation of various stakeholders in
sports activities.
At the international level, there are multiple management models and
funding mechanisms that guide this activity within institutions of higher education.
In alignment with this reality, policies are being implemented that promote
university sports, prioritizing diversity, equity, and accessibility for all students
(Tontodonati and Groot, 2021). However, in many cases, these institutions also lack
adequate relationships with local stakeholders (Orts Delgado, 2021; Borges Machín
and González Bravo, 2022).
Within this framework, the management process of the sports movement in
universities acquires special relevance. Universities should be viewed as an extension
of the social environment, as their operations occur within the specific context. The
university sports movement benefits society by providing valuable resources,
highlighting the crucial importance of universities and the role of students in the
current landscape (Angosto, 2023).
This encompasses not only the organization of competitions and sports
events but also encourages participation from the university community and
promotes healthy lifestyles. Borrero and Gómez (2021) define this process as the set
of activities and strategies designed to plan, organize, direct, and control sports
activities in institutions of higher education, aiming to optimize resources, increase
student participation, and create a competitive and healthy environment.
On the other hand, the provision of sports services in universities is carried
out through collaborations among various entities and local governments. There is
no fixed model for the organizational structures adopted, with various management
models (Avila et al., 2021). In any context, the university sports movement must
respond to the social, cultural (Vélez Jiménez and Balderas Gutiérrez, 2025;
Gutiérrez Caiza and Granda Vidal, 2025), and legal conditions of each country,
territory, and university, establishing organizational principles that facilitate
effective and continuous participation of students and teams. To achieve this goal,
higher education institutions must work collaboratively towards well-defined goals
and actions within a comprehensive operational system.
At this point, it is pertinent to clarify that the sports movement in
universities is a process that enables students to acquire a beneficial physical
education for their well-being while cultivating skills that can positively impact their
professional environment (Corrales and Rovira, 2023). Furthermore, management is
defined as the action of developing and evolving an organization based on the
planning, organization, and control of resources, in accordance with the principles
of administration and human performance (Moreno, 2001).
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In another context, Alvarez et al. (2020) address the fundamental premises
for managing university extension from the academic department. The authors
highlight the importance of involving teachers in the planning and execution of
extension activities to strengthen the university’s connection with the community.
Additionally, there is a need to develop strategies that promote active student
participation in university extension projects, thus fostering a more comprehensive
and engaged learning experience with the social environment. In line with the
descriptions provided by the authors, the management of the sports movement in
universities has proven effective in the comprehensive training of future
professionals, contributing to the physical development and health of both intra-
and extra-university communities.
At the University of Pinar del Río (UPR), this process is designed to ensure
the quality and effectiveness of sports activities, including planning, organization,
monitoring, and evaluation, as well as promoting inclusion and equity in the sports
domain. In this regard, there is a contradiction between the need for an articulated
and systematic management approach and the reality of disjointed and unsystematic
practices. To address this issue, the variable “management process of the sports
movement at UPR” was defined, along with its dimensions and indicators, each
accompanied by precise qualifications.
The university sports movement coordinates and manages activities, both
internal and external competitions in sports facilities, reconciling academic life with
sports and ensuring a comprehensive and quality education. It also includes attention
to athletes, organization of sporting events, and maintenance of facilities (González
Aportela et al., 2020).
University extension promotes the movement of amateur artists, facilitating
their development and participation (González et al., 2021). This includes the
management of each of the processes that, in their view, integrate university
extension, such as training and capacity building, promotion of culture, management
of the sports movement, management of cultural facilities, project management,
and management of the movement of amateur artists. Therefore, the management
process of the sports movement at UPR must consider the following essential
elements:
Achievement of interrelated stages.
Direction from the Department of Physical Education and Services.
Organization, planning, execution, and control of activities and
competitions.
Provision of services to the university community and its environment.
Reconciliation between academic life and sports.
Focus on the comprehensive education of university students.
All of the above allows for the consideration of the variable: management
process of the sports movement at UPR. Consequently, the objective of this research
article is to present the diagnosis of the management process of the sports
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movement at the University of Pinar del Río, identifying the main limitations and
needs to ensure its effectiveness, quality, and sustainability within the university
context.
Methods and materials
To conduct the research, a critical analysis of the literature related to the
thematic cores (sports movement, management, university) and the research
context was performed. Theoretical methods, such as historical-logical analysis and
its procedures (analysis and synthesis, induction-deduction), were employed to
determine the background of the management process of the sports movement
(MPSM) and to understand the connections between these aspects.
An analysis was conducted on the following documents to verify how aspects
of the sports movement and its management were addressed in universities.
Additionally, other documents issued at the university, faculty, and the Department
of Physical Education and Services (DPES) of UPR were analyzed:
International University Sports Federation (FISU).
Ministry of Higher Education (MES).
National Institute of Sports and Recreation (INDER).
National University Extension Program (2004).
“ABC” of the University Student Federation.
Extension strategies of the Department of Physical Education and Services.
Extension strategies of the faculties of the UPR.
As part of the empirical methods, teacher interviews were conducted to
collect key information about the investigated process. Additionally, statistical
methods were employed for the processing, interpretation, summarization, and
presentation of the data obtained through the applied instruments. The study
population included the vice deans of university extension, students affiliated with
the sports movement at the UPR, and all professors from the DPES. From this
population, a sample was selected using simple random sampling, which included:
7 vice deans responsible for the university extension process in their
respective faculties.
19 professors from the DPES.
7 sports coordinators from the faculties.
54 student athletes.
42 sports promoters.
In total, the sample consisted of 131 participants.
Dimensions and Indicators of the MPSM at the UPR: to analyze the behavior
of the research object and the manifestations of the problem, dimensions and
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indicators were defined based on the criteria of Álvarez (2020), Jiménez (2022), and
Pulido et al. (2023). These dimensions, aligned with the UNESCO proposal (2011),
encompass institutional, administrative, pedagogical, and community aspects,
described as follows:
• Institutional dimension: It identified how professors and the DPES are
organized to enhance the functionality of the MPSM actions. It included the
construction of roles, task distribution, methodological work, time
management, and utilization of spaces to efficiently develop sports
activities.
• Administrative dimension: It encompassed actions and strategies related to
the management of human resources, objective setting, and decision-
making for the MPSM. It focused on planning, organization, coordination,
control, and monitoring of sports activities, optimizing human and financial
resources to achieve institutional objectives.
• Pedagogical dimension: It considered the level of awareness and
appropriation of those involved regarding the importance of sports for
quality of life, health, and skill acquisition. It included the teaching-learning
process aimed at managing the sports movement, promoting efficiency,
effectiveness, and significant knowledge to refine this process.
• Community dimension: It evaluated how the institution interacts with the
community to promote sports, considering its demands, needs, and
expectations. It analyzed the participation of faculties and the DPES in
programs and projects that fostered the integration of sports into community
culture.
These dimensions served as a starting point for defining the variable and the
indicators that allowed for diagnosing the current situation of the MPSM at the UPR.
Results and discussion
The analysis of documents from the International University Sports
Federation (FISU) revealed that, although these documents establish general
guidelines for the management of university sports, they have been insufficient in
terms of specific adaptation to national or local contexts. While valuable guidelines
are provided at the international level, they do not address in detail how these
strategies should be adjusted to the particularities of the Cuban university system,
which has hindered their effective implementation in universities. Therefore, the
guidelines have not sufficiently taken into account the specific sociocultural
environment and resource limitations of Cuban universities.
Whereas, the analysis of documents from the National Institute of Sports and
Recreation (INDER) showed that, while broad-reaching sports policies are defined,
they do not sufficiently address the connection between the sports movement and
other territorial or national aspects. Mechanisms for cooperation between INDER and
universities were not adequately managed, limiting the effectiveness of sports
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policies at the university level. The proposed strategies did not fully consider the
need to adapt national policies to university contexts, especially in the management
of the university sports movement.
The National University Extension Program (2004) establishes general
guidelines and projections for university extension and specifically includes the
sports movement. It has provided a solid foundation for extending academic and
cultural activities; however, a more integrative and coherent approach is needed for
the specific management of the university sports movement, allowing universities to
manage sports more efficiently, inclusively, and sustainably.
One of its achievements is the focus on the comprehensive education of
students, which encompasses not only the academic sphere but also physical and
social development. Although it does not exclusively dedicate itself to sports, the
program recognizes the importance of sports activities in the personal and collective
development of students, contributing to fostering a culture of well-being and
physical health within the university community. This comprehensive approach is
crucial for training professionals with a broader and more complete vision of their
role in society.
The program also promotes active student participation in various extension
activities, including sports and recreational activities. While not exhaustively
detailed, this indirectly promotes student participation in the sports movement.
The program merits recognition for encouraging the use of existing sports
infrastructure in universities. In many cases, universities have adequate sports
spaces for physical activities, but these are not always used optimally. Furthermore,
the program promotes the use of these resources for both competitive and
recreational activities, contributing to maximizing the use of available resources and
improving the quality of life for students, as well as fostering interconnections
between various university extension activities. This allows sports activities to
naturally integrate into the broader context of university life. Although not always
managed effectively, many universities leverage university extension activities to
offer sports events within cultural festivals or themed weeks, which encourages
greater student participation. This interrelation between academic, cultural, and
sports activities contributes to the development of a dynamic and multidisciplinary
university environment. Additionally, the social and community value of sports is
recognized as a tool to strengthen social ties within universities. Through extension
activities, sports are utilized as a means to promote social cohesion, foster mutual
respect, and improve the quality of life in university communities.
This perspective of sports as a means of social transformation is an important
value in higher education, as it promotes inclusion and the development of social
skills among students. It also addresses the connection between universities and the
community through their extension activities, including sports.
This aspect is key to training professionals committed to society, as it allows
them to interact with the community beyond the classroom. The sports activities
organized by the university not only benefit students but also serve to strengthen
the university-society relationship.
Although the National University Extension Program (2004) presents some
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challenges regarding the management and coordination of the sports movement, its
positive aspects are clear. The promotion of comprehensive education,
encouragement of active participation, utilization of existing infrastructure, and
recognition of the social value of sports are fundamental elements that contribute
to the well-being of students and the creation of a physical culture within Cuban
universities.
"ABC" of the University Student Federation (FEU): the "ABC" document of the
University Student Federation (FEU) provides a valuable guide for student
organization; however, it has not sufficiently addressed the active role of students
in the university sports movement. While the FEU plays a crucial role in student life,
student participation in the creation of sports policies or decision-making related to
university sports is not adequately managed. This limits students’ role in building an
effective and participatory sports management system based on the sports
movement.
Extension Strategies of the Department of Physical Education and Services
(DPES): the extension strategy of the DPES is not sufficiently integrated with other
extension strategies at the university level. There is a lack of effective coordination
between the DPES and other university departments, which hinders a cohesive and
coherent management of sports activities within the broader context of university
extension. Furthermore, strategies for the continuous evaluation of the impact of
these activities are not widely included.
Extension Strategies of the Faculties of the UPR: they provide a framework
for various academic and cultural activities but do not adequately address sports
management. While some faculties include activities like the Juegos Guamá, there
is no common or integrated strategy among the faculties to coordinate efforts to
promote a robust university sports movement. The management of sports activities
is often fragmented and insufficiently integrated within the university’s general
extension policies.
In summary, the analyzed documents reveal that, although there are
guidelines and strategies mentioning sports and recreation, they do not manage the
integration of the sports movement into the university structure effectively or
specifically.
Policies and strategies at different levels do not often detail adaptation to
local contexts or coordination among various actors within the university context of
the UPR, limiting the ability to apply these guidelines coherently and effectively
within universities.
The analysis of interviews conducted with the vice deans of extension, the
head of the Department of Physical Education, and professors from the same
department revealed that they recognized the importance of the Management
Process of the Sports Movement (MPSM) as a comprehensive training process for
workers, professors, students, and the broader community. However, several
aspects requiring attention were identified. There were no observed professional
development actions for professors in sports management topics.
The DPES showed deficiencies in projects aimed at developing general
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comprehensive culture, leading to a lack of awareness about the potential impact of
the process on the university and external community. Consequently, the actions
taken regarding the management of the sports movement have been sporadic and
spontaneous, lacking efficient planning. It is perceived that the diagnostic needs and
avenues for participation in the sports movement within the university community
and its surroundings are still insufficient.
The questionnaire applied to the vice deans of extension from the seven
faculties of the UPR provided insights into their opinions regarding the investigated
process. The results of the questionnaire are presented in Table 1.
Table 1
Main Themes Related to the MPSM Identified in the Questionnaire
Result
Percentage
MPSM management according to each faculty’s strategy
86%
Consider current MPSM management to be insufficient
100%
Unawareness of MPSM management strategies
100%
Training of vice deans
79%
Recommendation to train all actors in theoretical and methodological
foundations
100%
Absence of improvement actions in development plans
100%
Source: Own elaboration.
Seventy-nine percent of respondents indicated they felt qualified to manage
the sports movement, which is contradictory since they also acknowledged a lack of
knowledge regarding the theoretical foundations supporting the process. This
reliance on experience and practice is further illustrated in Table 2 below.
Table 2
Results of the Survey Applied to First-Level Directors
Indicators
Structures created for the
functionality of actors involved in
MPSM actions
Distribution of tasks assigned to
enhance sports movement
management
Interaction of the UPR in the social
life of the province regarding the
development of sports and recreation
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Source: Own elaboration.
Regarding the level of acceptance of the MPSM, the results obtained from
the previous analysis are presented in Table 3.
Table 3
Results of the Survey Applied to First-Level Directors
Source: Own elaboration.
Regularities identified in the diagnosis of the dimensions of the MPSM:
In the institutional dimension, the MPSM at the UPR lacks theoretical and
methodological foundations that contribute to the comprehensive education
of professionals. Additionally, there is a lack of clarity regarding the roles of
organizational structures and the actors involved in the process, resulting in
limited effectiveness in strategic planning to enhance the process.
In the administrative dimension, deficiencies were identified in personnel
management, particularly in the assignment of roles and performance
evaluation of the actors involved in the MPSM. Actions are also insufficient
to achieve efficient integration among the process actors, the university
community, and the surrounding territory.
In the pedagogical dimension, there is a notable lack of contribution from
the sports movement to the comprehensive education of students, with
limited engagement with students who are the primary beneficiaries of the
process. This leads to inadequate preparation for those involved in managing
the sports movement.
In the community dimension, there is a weak relationship between the sports
movement and cultural institutions, both within and outside the university.
A dissatisfaction with performance in this area is expressed, along with
deficiencies in the relational system (coordination, subordination, and
hierarchization) that hinder efficient integration among the process actors
and university life.
100
81
79
86
0
20
40
60
80
100
120
Created conditions to
project, organize,
coordinate, control, and
monitor sports activities.
Development action
planning for the
management process of
the sports movement in
the DPES.
Actions and strategies for
the management of the
sports movement carried
out by the Faculty of
Physical Culture and the
DPES.
Improvement of the
technical and
organizational levels of
the university sports
competences.
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It was observed that the management of the sports movement at the UPR
was centralized, inflexible, and disconnected from the needs of students. The
criteria outlined regarding the aspects of the MPSM at the UPR were considered key
references for research related to university sports movement and its management.
From this analysis, it can be concluded that the UPR has a comprehensive approach
to managing the sports movement. Its organizational structure includes compliance
with the guidelines established by the Ministry of Higher Education regarding the
planning, direction, guidance, and execution of sports activities within the university
context, establishing the norms to be followed for sports competitions. The DPES is
responsible for promoting sports in both academic and extracurricular settings,
providing advice to faculties, and mediating the link among the UPR, INDER, and the
intra- and extra-university community.
According to D'Arcy (2020), strategic planning is essential for the success of
sports programs in universities. Some authors argue that effective management
allows for aligning available resources with institutional objectives, positively
impacting the student experience. Therefore, it is crucial to emphasize planning,
organization, execution, control, and evaluation of the process, especially regarding
assigned tasks and their functionality, as established by the Ministry of Higher
Education and the UPR, to ensure adequate management of the process.
From the results obtained, the main challenges highlighted were the
capacity to conduct appropriate organizational diagnostics that provide a clear and
objective view of the internal and external environment. Based on this diagnosis, it
is proposed to redesign the process, necessitating the improvement of each
administrative structure to achieve the objectives of the UPR, with the support of
the actors involved in the MPSM.
According to Cardona & Cardona (2021), understanding the trends and
challenges arising from environmental demands is essential for the MPSM. The
surveys conducted also revealed that the MPSM at the UPR lacks theoretical and
methodological foundations to contribute to the comprehensive education of
professionals. This implies the need to establish strategic alliances among
institutions, such as the Scientific Research Center for Sports, the UPR, and other
centers dedicated to scientific research in this field. This collaboration represents a
significant challenge. Planning, on the other hand, is fundamental, providing
guidance that considers the particularities of each territory and the opportunities
offered by collaborators and stakeholders. This planning enables an understanding
of the methodology used and the social function of sports (Orts Delgado, 2021).
Currently, the participation of professionals from diverse fields—such as
lawyers, engineers, journalists, economists, and accountants—alongside physical
education and sports professionals, is required, demanding greater preparation for
sports management. Rovira et al. (2024) argue that this is part of university
extension, considered a comprehensive training process that positively impacts both
students and the university community. This presents a challenge for sports
organizations, as emphasized by Espronceda et al. (2024), who consider an entire
information system necessary for university sports projects, a facet that has been
minimally addressed in the diagnostic assessment.
Another aspect that requires attention is the selection of personnel to work
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in university sports services, typically conducted by staff from the Department of
Physical Education and Services. There has not been sufficient consideration for
ongoing training, nor has there been adequate training for territorial promoters or a
specific focus on women (Avila et al., 2021). Rosa et al. (2020) highlight the
importance of considering women in the planning of recreational activities. In the
case of the University Gymnasium, this was not sufficiently addressed in the
diagnosis. Rosa & Profice (2018) underline the importance of conducting evaluations
to ensure the safety and efficacy of exercise programs prior to the prescription of
physical exercises. Such considerations should be incorporated into the proposed
management of the studied process to contribute to its improvement.
The support from local organizations is essential for addressing the social
and economic needs of both individuals and entities beyond the university context.
This support plays a crucial role in the growth and sustainability of sports at the local
level (Calvet, 2015). Lovelock et al. (2016) analyze the participation of children,
adolescents, and young adults in recreational activities, emphasizing their
importance in the development and well-being of youth. This aspect, which
encompasses necessary services, has not been adequately addressed and must be
considered more specifically. Additionally, the current scarcity of funds allocated to
university sports has limited student participation opportunities in territorial sports
activities and has reduced the quality of possible local programs (Barlow, 2021).
Furthermore, it is evident that there has not been extensive use of technology in
this context, as noted by Quishpe et al. (2024).
A contemporary and underexplored aspect from the diagnosis is the use of
Artificial Intelligence (AI) in the university sports movement. AI in sports is defined
as a tool that corrects errors, aids in decision-making, and enhances training and
competition strategies (Sanabria Navarro et al., 2024). Its application in this realm
is improving the management, competencies, and activities of sports within
universities. Universities must consider AI when managing their sports programs.
Through automated systems, institutions can optimize the planning and organization
of sports events, manage facilities and resources, and improve communication
between students and coaches. AI algorithms can analyze large volumes of data to
predict trends and needs, enabling more informed and efficient decision-making.
The bibliometric analysis of AI in sports shows a significant increase in scientific
publications over the last decade, indicating a growing interest in the topic (Sanabria
et al., 2024).
Another crucial aspect highlighted by Cardona & Cardona (2021) is the
importance of understanding trends and challenges arising from environmental
demands for the MPSM. However, research indicates that the MPSM at the UPR lacks
solid theoretical and methodological foundations to contribute to the comprehensive
training of professionals. Therefore, it is vital to establish strategic alliances with
institutions such as the Scientific Research Center for Sports and other centers
dedicated to research in this field.
Moreover, sports planning is essential to guide actions that promote sports,
taking into account the particularities of each territory and the opportunities offered
by collaborators and stakeholders. The incorporation of professionals from various
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fields into the university sports sector also requires greater preparation and ongoing
training.
Conclusions
The systematization of the evolution of the management process of the
sports movement, both internationally and nationally, as well as its impact on the
UPR, allowed for an approach to a set of essential references and indispensable
concepts, as well as principles, characteristics, functions, tasks, and mechanisms
that corroborated the need for this research.
The management process of the sports movement in Cuba has been carried
out in a centralized, inflexible, and decontextualized manner concerning the needs
of students. This process has been limited to supplementary educational activities,
without considering the particularities of the professionals to be trained, nor the
promotion of a culture of systematic physical exercise practice within the
community. This restricts the comprehensive education of students, evident in their
lack of knowledge of the theoretical and methodological references for management
and the lack of linkage between university extension and other substantive
processes.
The initial diagnosis confirmed the deficiencies in the management process
of the sports movement at the UPR, highlighting the lack of structure and internal
regulations to govern it. Additionally, theoretical and methodological limitations
were identified that hinder the integration of the actors involved in the process, the
institution, and its environment.
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About the main author
Ayan Corrales González:
Bachelor of Physical Education. Master of Science in
Education. Professor at the Department of Physical Education and Services at the
University of Pinar del Río, Cuba. Assistant Professor.
Declaration of author responsibility
Ayan Corrales González
1:
Conceptualization, Data Curation, Formal Analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Yudit Rovira Alvarez
2:
Software, Supervision, Validation/Verification,
Visualization, Writing/original draft, and Writing, review and editing
.
Arturo Pulido Díaz
3:
Research, Methodology, Software, Supervision,
Writing/original draft, and Writing, review
and editing.
Juan Lázaro Márquez Marrero 4:
Research, Supervision, Validation/Verification,
Writing/original draft, and Writing, review and editing.
Financing:
This research was carried out using our own resources.
Special Acknowledgments: