Vol.5 No. 1 (2025) [e- 2505] MANAGEMENT- Advanced Journal © E-ISSN:3028-9408 https://gestiones.pe/index.php/revista Research of Advanced Studies
Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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Preserved in Zenodo DOI: https://doi.org/10.5281/zenodo.15238850 The Authors are responsible for the information in this article
Methodology to motivate Sports Enthusiasts in Creating Their PPGarden from a solutionary conception
Fernando Emilio Valladares Fuente 1* Danaisys Arronte Arce 2
Dionisia Yamirta Alcántara Buduen 3 Lizmary Feriz Otaño 4
1 University of Pinar del Río Hermanos Saíz Montes de Oca, Cuba
2 Provincial Sports Directorate. Pinar del Rio, Cuba
3 Directorate of Science and Technology of INDER, Cuba
4 State University of Guayaquil, Ecuador
*Contact for correspondence: fernandocubagsa@gmail.com
Received: 02/28/2025 Accepted: 03/26/2025 Published: 04/18/2025
Abstract: Taking advantage of arable spaces to guarantee healthy nutrition for citizens, and athletes in particular, is an urgent
need and a global priority. Objective: To propose a methodology based on the concept of Solvers that transforms idle green areas
into productive areas that provide healthy nutrients. Methods: A pedagogical test and scientific observation were applied. Results:
These techniques demonstrate the limited knowledge students have on environmental issues related to their sports activities and,
above all, related to the green areas of their institution. Conclusions/contributions: The Solvers methodology, transferred to the
context of transforming the green areas of the sports educational center, empowers students in their search for solutions, develops
their independence and creativity, and deepens their critical and strategic thinking.
Keywords: Methodology, motivate, sport, gardens, PPGarden, problem-solver.
Metodología para motivar a entusiastas del deporte a crear jardines PPGarden desde una concepción Solucionadora
Resumen: Aprovechar los espacios cultivables para garantizar una nutrición saludable a los ciudadanos, y a los deportistas en
particular, es una necesidad urgente y una prioridad mundial. Objetivo: Proponer una metodología basada en el concepto de
Solvers que transforme las zonas verdes ociosas en áreas productivas que aporten nutrientes saludables. Métodos: Se aplicó un
test pedagógico y observación científica. Resultados: Estas técnicas demuestran el escaso conocimiento que tienen los
estudiantes sobre temas ambientales relacionados con sus actividades deportivas y, sobre todo, relacionados con las áreas
verdes de su institución. Conclusiones/contribuciones: La metodología Solvers, transferida al contexto de transformación de
las áreas verdes del centro educativo deportivo, empodera a los estudiantes en su búsqueda de soluciones, desarrolla su
independencia y creatividad, y profundiza su pensamiento crítico y estratégico .
Palabras clave: Metodología, motivar, deporte, jardines, PPGarden, solucionadora.
Metodologia para motivar entusiastas do desporto à criação dos seus jardins PPGarden a partir de uma concepção
Solucionadora
Resumo: Aproveitar os espaços cultiváveis para garantir uma alimentação saudável aos cidadãos e, em particular, aos
desportistas é uma necessidade urgente e prioritária a nível mundial. Objetivo: propor uma metodologia a partir da conceção de
solucionadores que transformem áreas verdes ociosas e as tornem em áreas produtivas e portadoras de nutrientes saudáveis.
Métodos: foi aplicado um teste pedagógico e uma observação científica. Resultados: Estas técnicas demonstram o fraco
conhecimento dos alunos sobre as questões ambientais relacionadas com a sua vida desportiva e especialmente relacionadas
com as áreas verdes da sua instituição. Conclusões: A metodologia Solver transferida para o contexto de transformação dos
espaços verdes do centro desportivo pedagógico capacita os alunos na procura de soluções, desenvolve a sua independência,
criatividade e aprofunda o seu pensamento crítico e estratégico.
Palavras-chave: Metodologia, motivar, esporte, jardins, PPGarden, solucionadora.
Méthodologie pour motiver les passionnés de sport à créer leur jardin PPGarden à partir d’une conception Solutionnaire
Résumé: Exploiter les espaces cultivables pour garantir une alimentation saine aux citoyens, et en particulier aux athlètes,
constitue une nécessité urgente et une priorité mondiale. Objectif : Proposer une méthodologie fondée sur une approche de
"Solutionnaires", visant à transformer les espaces verts inactifs en zones productives et sources de nutriments sains. Méthodes :
Une épreuve pédagogique et une observation scientifique ont été mises en œuvre.
Résultats : Ces techniques ont révélé la faible connaissance des étudiants concernant les enjeux environnementaux liés à leur
vie sportive, et plus précisément à propos des espaces verts de leur établissement. Conclusions/Apports : La méthodologie des
Solutionnaires appliquée à la transformation des espaces verts du centre pédagogique sportif permet d’autonomiser les étudiants
dans la recherche de solutions, de développer leur indépendance, leur créativité et de renforcer leur pensée critique et stratégique.
Mots-clés : Méthodologie, motiver, sport, jardins, PPGarden, solutionneuse.
Vol.5 No. 1 (2025) [e- 2505] MANAGEMENT- Advanced Journal © E-ISSN:3028-9408 https://gestiones.pe/index.php/revista Research of Advanced Studies
Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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1. Introduction
One of the challenges to be solved in this 21st century is to increasingly reduce the gap between what
is learned in academia and what is needed to solve the most pressing problems in the social sphere,
especially those related to violence, racism, wars and environmental issues. For this reason, authors
such as Weil (2012) projected in his work a model of student who is not only trained to acquire
knowledge and skills in the sciences of knowledge, but also whose culture is used to solve problems
of daily life, whether within the school, in areas outside of this center and in the community.
Once this need is understood, this problem-solving dimension is beginning to be strengthened in
global curricula, primarily in an effort to foster a new generation that is more active and inclusive in
government decisions, with a greater or lesser degree of impact depending on each nation. From this
rise comes a concern not only with finding short-term solutions, but also with those that are
sustainable over time and aimed at preserving balance and peace. (Amador, Morales, 2016)
Among the fundamental issues to be fostered in this type of humanistic education for social work is
the urgency of engaging students in the construction of new spaces through their physical and
cognitive activity. This premise must be gradually established so that the individual is capable of
generating social transformations from within their sphere of action, through systematic
participation and collaborative work (Bretzlaff-Holstein, 2018).
In the sports field, there are various aspects that need to be reviewed and perfected at the training
level, especially so that the athlete knows and receives the necessary nutrition to perform in their
practice and performance. (Denis, Rodríguez, 2019) In the case of Cuba, an island besieged for years
due to an economic and financial blockade by the North American government, it has not been
possible to guarantee each practitioner a balanced diet and it is there where the role of science and
innovation have their fundamental role in taking advantage of green areas even with very limited
technology and resources to produce food that keeps up with the new times.
It is in this context that it is also urgent to create methods that aim for a paradigm of healthy and
alternative nutrition.
It seems simple when promoting this necessary campaign that the public sees through the media.
However, in practice, it is very difficult to get athletes to prefer eating vegetables and fruits,
understanding the sometimes limited availability of this type of food and wanting to participate in
the cultivation of these natural products. (Saíz et al, 2020)
It would be very beneficial to support this premise to create self-funded gardens for sports centers
where each training space displays a diagram of how healthy nutrition can help improve athletic
performance (Qqueccaño & Rodríguez, 2022).
However, in general, more emphasis is placed on the intake of healthy foods such as vegetables when
the athlete suffers from a disorder or illness, and this option is rarely considered a preventive health
issue. (Manobanda & Villacís, 2024)
In recent years, due to the food shortage in Cuba, measures have been strengthened to encourage
workers, athletes, and students who contribute in one way or another to the National Institute of
Physical Education and Recreation (INDER). Programs associated with this objective include the
Food Sovereignty Program, the Life Task Follow-up, and the 2030 Agenda, which align with the
development goals.
These programs are not the only ones that have dedicated themselves to proposing initiatives to
improve athletes' nutrition; others have also done so from sports training centers, using strategies
developed by health and physical education professionals. One of them is PPGarden (Pretty and
Productive Garden), an environmental movement within the Cuban sports sector that seeks, among
its objectives, to transform idle areas into productive spaces through the participation, commitment,
and responsibility of sustainable sports enthusiasts in each locality. The objective has been very clear
since its founding on November 12, 2023 (Valladares et al., 2024). However, finding a methodology
that can standardize the work across the country and, of course, that can motivate and channel
Vol.5 No. 1 (2025) [e- 2505] MANAGEMENT- Advanced Journal © E-ISSN:3028-9408 https://gestiones.pe/index.php/revista Research of Advanced Studies
Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
=====================================================================================================================
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This article is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.
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individuals to feel an interest in transforming these areas through teaching work in classrooms and
sports facilities has been a pending task.
It is precisely in this context and in response to this need that the Solvers' methodological proposal
is taken into consideration, transferred to the conditions presented in this study. If the objective is to
foster this awareness of growing and consuming vegetables in high-performance athletes, it is very
important to sustain these values from an early age through motivation and the guidance of a
humanistic pedagogy ( Goldman, 2021; Cochrane, 2023; Herwig, 2024).
These are the guidelines that allow us to establish the following objective : to propose a methodology
based on the concept of Solvers that transforms the idle green areas of the sports center and converts
them into productive areas that provide healthy nutrients for athletes.
2. Methodology
Eight students out of a total of 15 were used for the research. These students are from the second
year of the Bachelor's degree in Physical Education. In addition to taking the Regular Daytime Course,
they will also practice a sport during alternate hours from their teaching hours during the 2024-2025
academic year.
To conduct the diagnosis based on determining the level of knowledge students have regarding the
concept of Solvers with a view to transforming the green areas of the pedagogical-sports garden into
cultivable spaces in harmony with biodiversity and the ecosystem.
To this end, a pedagogical test (PT) was administered to the eight students, based on the indicators
that a problem-solving program should follow, and an observation of the work session was
conducted after the pedagogical test was completed. The observation will take into account the
following aspects:
1. Level of motivation and interest in the topics to be discussed
2. Level of argumentation of the answers
3. Level of creativity and imagination in the answers offered
4. Level of call regarding the formation of a future team of Solvers.
The dimensions to be evaluated in the pedagogical test include the four phases that a Problem Solver
must go through.
1. ID
2. Investigation
3. Innovation
4. Implementation
Specifically for each dimension, the different indicators will be investigated.
1a) Select a topic related to the school environment to discuss. (TME)
1b) Identify the problem to be solved in the context of the school environment. (IPR)
1c) Write a sentence problem and the guiding questions. (OPO)
2 a) Develop a deep understanding of the existing problem related to the improvement of this
environment. (CPP)
2b) Compile the necessary information on the status of vacant green areas around the sports and
educational center so that it can be used as a starting point for potential land transformation without
harming the biodiversity that coexists in the area. (INS)
2c) Disseminate this information, especially to secure sponsorship and support for human, material,
and technological resources. (SIP)
2 d) Explore similar experiences that have worked or not in this area of knowledge. What foundations
could be built upon for this transformation. (EES)
3 a) Establishment and development of an ecological movement focused on the renovation of green
areas from a productive and aesthetic perspective. (EDM)
3 b) Creation of methodologies that promote and direct an action plan in a novel way but that do not
jeopardize the quality of life of the surrounding environment and its biodiversity . (CMI)
4 a) Implement an action plan that leads to the solution. (IPA)
4 b) Share the solution work with others. (CTS)
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Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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4 c) Evaluate, reflect on, and celebrate the results of the solution. (ERC)
Procedure regarding the application of the pedagogical test
First, the teacher or coach should explain to the students/athletes that the pedagogical test will be
administered to determine their experiences and understandings of the problem-solving approach
in the subjects they have taught. Students may have taken a subject with a particular approach to the
problem-solving approach, especially in the natural sciences, such as compiling photographs of
endangered species or participating in student campaigns to save electricity or water in the
community, some promoted by the school, others by the local government. In any case, it is very
important to have prior knowledge of the students' situation regarding this issue as part of the
assessment.
To adapt these prompts to students' familiar vocabulary, the teacher will need to rephrase the
questions in a language familiar to the students if necessary. Examples: EDM: Have you heard about
any environmental movements in your school or community aimed at restoring neglected green
areas? Explain your answer.
CMI: Have your teachers created initiatives to motivate you to transform a garden, or prune a tree
without harming other species? Explain your answer.
The test can be oral or written, whichever suits the instructor best. However, it will be a challenge to
be able to administer an oral pedagogical test while simultaneously observing any perceptible
aspects that may be missing from the assessment. (PP)
Correct answers that meet more than 95% of the required accuracy will be graded as Good (B). Those
that meet approximately 50% of the required content will be graded as Fair (R), and those that meet
less than 40% of the required accuracy will be graded as Poor (M).
3. Results.
Table 1 - Results of the pedagogical test by Indicators
Eve.
1TME
1IPR
1OPO
2CPP
2INS
2SIP
2EES
3CMI
4IPA
4CTS
4ERC
B
-
-
-
-
-
-
-
-
-
-
-
R
5
7
2
0
0
0
0
2
2
3
0
M
3
1
6
8
8
8
8
6
6
5
8
As can be observed, none of the answers provided by the students meet the condition of being
correct, and regarding the quality of the evaluations, everything indicates that the phase where
students are least familiar is the Investigation phase. This can be an important detail for the teacher,
since it is here where more emphasis should be placed when creating an action plan to turn
students/athletes into Solvers. The students' best performance is in the IPR indicator, since it is
precisely on the objective of identifying the problem to be solved where all the students agree, and
this is related to the green areas around the school, frequently underutilized and, in worse cases,
converted into rubble dumps near the community.
3.1. Results of Scientific Observation
a. Level of motivation and interest in the topics to be discussed
This level is evaluated as Good. Students have noticed that the school needs to improve its
external appearance, especially in relation to the green areas, and they are very interested in
knowing how they could contribute to its improvement from the role of students.
b. Level of argumentation of the answers.
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Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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Since there is limited knowledge on this topic, the answers are not broad or in-depth, they
are limited to accepting or denying in each case and with very general examples that may be
characteristic of any place in the territory.
c. Level of creativity and imagination in the answers offered
Very limited, due to a lack of information and methods to address these problems, critical and
strategic thinking on these issues is also limited.
d. Level of call regarding the formation of a future team of Solvers.
The questions posed by the instructors, as well as the answers given by the
students/athletes, create expectations among the students, who infer that after this test, an
event must occur that will make them part of Solutions to the State of Green Areas.
3.2. Summary proposal of the Methodology to transform green areas into productive spaces from a
solution-oriented perspective.
This work will also show images that accompany this methodology according to the
objectives of each phase.
a. Identify
In this first one, the Iceberg model appears. Through this model, students, in the form of
a brainstorming session, are motivated to determine the visible problems (the apex of
the iceberg) and the problems that come from the root and that are not as visible as those
on the surface, but it is important to take them into account if the objective is to eradicate
them.
Figure 1. Iceberg model
b. Investigate
The image the instructor will bring to class will be related to the research process, that
is, the search for information on the current situation in these areas so that possible
solutions to the problem can be found.
Figure 2. Scanning images of the current state
c. Innovate
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Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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Through this methodological step, students will make proposals or designs, in such a
way that they can respond to the existing problems in the green areas of the school, first
from a perspective of testing, coordination, planning and deployment of critical and
strategic thinking.
Figure 3. Design, make proposals with the help of experts and the team.
d. Implement
Implement the transformation through a pre-planned and organized action plan that
encompasses land preparation, fertilization, planting, protection, and irrigation, all the
way to maintaining optimal crop conditions. The ecosystem in the area must also be
improved, and the results must be celebrated and enjoyed, and the lessons learned must
be shared.
Figure 4. Establish an action plan, enjoy the results and socialize it
4. Discussion
This work addresses the need to restore the physical condition of the green areas at a sports education
center and take advantage of the vacant land available to provide nutritious and healthy food to student
athletes and staff who attend the center. The initiative is based on a scientific study that involves a
technology transfer from the problem-solving program currently promoted globally by the Institution
for Human Education. Some similarities and differences with previous studies can be described.
For example, we agree with Weil, (2019); Goldman, (2021) because in both cases the participation of
students is involved in the search for solutions to problems through science. However, this context is
more general, the problems that arise come from different origins, it is very difficult to make them
sustainable over time because a precise methodological treatment is required and not the construction
of a space and an exchange of roles as already described in this work. Furthermore, in contrast to Chávez,
et al. (2023), they mention digital skills and their application for obtaining learning in the post-Covid-
19 era.
Vol.5 No. 1 (2025) [e- 2505] MANAGEMENT- Advanced Journal © E-ISSN:3028-9408 https://gestiones.pe/index.php/revista Research of Advanced Studies
Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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Anyanwu, (2019); Herwig, (2024); are closer to matching the present work because in addition to using
a Solver platform, they also promote leadership, creativity, independence, and integration of technology
in students.
Garnett, (2024) contributes a little more above these aforementioned characteristics that he also shares
with this study and is the fact of developing in students critical thinking in a contextual language in favor
of peace and justice and balance on the planet.
In line with Núñez-Naranjo et al. (2023), it is highlighted that encouraging research within the teaching
framework fosters the adoption of healthy eating practices, which supports the idea of converting idle
areas into productive spaces. The methodology presented here is articulated with the proposal to
promote adequate nutrition within the educational environment, emphasizing the active participation
of students as agents of change.
In addition to Rojas & Ugaz (2024), strategic planning and organizational management of human
potential are important for planning sports activities and managing stress; as well as with Chávez et al.
(2023), allowing the understanding of digital competencies and their application to obtain learning.
Likewise, Villegas-Flores (2023) provides insights into the importance of considering gender concepts
and school coexistence in shaping the learning climate. This underscores the need for inclusive
strategies that contribute to a participatory and respectful environment. The use of Solvers in the
PPGarden is thus proposed as a way to consolidate an educational environment that integrates
nutritional and social dimensions, impacting students' comprehensive development.
5. Conclusions
The proposal presented here draws on the best of its predecessors, drawing on benchmarks that point
to a program of problem-solvers that engages student athletes with the socio-environmental problems
of today's reality, doing so from a critical, strategic, and humanistic perspective.
The diagnosis confirms that, although the students in the study are clearly interested in the topic of the
critical situation of their school's green spaces, their limited knowledge and the lack of a problem-
solving approach in their curriculum prevent them from participating in the transformation of their
school and extracurricular environments.
This methodological proposal provides an organized path to facilitate the transformation of idle areas
into productive spaces through a solution-oriented lens. It emphasizes the coordination of alliances,
teamwork, and systematization of work and research.
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(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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Contributions of the co-authors: All co-authors have contributed to this article by common
agreement and are responsible for all information in this article:
Fernando Emilio Valladares Fuente (25% of the work): Conceptualization, Data curation.
Danaisys Arronte Arce (25% of the work): Methodology, Formal analysis Dionisia Yamirta
Alcántara Buduen (25% of the work): Software, Supervision,
Lizmary Feriz Otaño (25% of the work): Visualization, Validation
Research funding: With own resources.
We declare no conflict of interest: The authors declare no conflict of interest that could have
influenced the results obtained or the interpretations proposed.
Informed consent statement: The study was conducted in compliance with the Code of Ethics and
Good Editorial Practices for Publication.
Usability: This text is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0).
You are free to share, copy, and redistribute the material in any medium or format, and to adapt,
remix, transform, and build upon it for any purpose, even commercially, as long as you meet the
Vol.5 No. 1 (2025) [e- 2505] MANAGEMENT- Advanced Journal © E-ISSN:3028-9408 https://gestiones.pe/index.php/revista Research of Advanced Studies
Methodology for Methodology to motivate sports enthusiasts in creating their PPGarden from a solutionary conception
(Metodología para motivar a los aficionados al deporte en la creación de su PPGarden a partir de una concepción solucionadora)
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This article is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.
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