DIDACTIC STRATEGY PROPOSAL FOR INITIAL RESEARCH TRAINING

: The objective of this research is to propose a didactic strategy for the investigative training process of the students of the higher technician in Sports Training at the University of Artemisa, which responds to current demands. The investigative approach is presented as its general strategy. The mode of action. The diagnosis of the initial state is presented that reveals the existence of the research problem. Theoretical, empirical and statistical methods were used. The results obtained in the indicators of the variable from its practical application and the experts' criteria manifest the feasibility and potential of the Didactic Strategy, evaluating it as very appropriate.


Introduction
The constant globalization and pedagogical transformation demand from Higher Education Institutions in Latin America comprehensive training, which prepares a professional trained to live together and transform society based on a responsible mode of action from decisionmaking to solving problems and research.One of the main objectives of higher education centers in Cuba is the generation of knowledge through scientific research in teachers and students during the training process.
The term training, in Cuban higher education, is used to characterize the substantive process developed in universities with the objective of comprehensively preparing the student for a specific university career and covers both undergraduate and postgraduate studies.
Different authors have contributed to the topic.Their studies allowed us to arrive at the essential elements for a definition of initial investigative training: It is a continuous process that articulates undergraduate and extends to subsequent stages of professional training [1].
Prepares the future professional to perform a research function [4], [13].It requires the student's link with the real contexts of action to solve professional problems [5]

Material and Methods
Regarding the methodology, a dialectical materialist approach was assumed, which gives rise to an alternative flexible and contextualized solution, susceptible to scientific verification.Analysis and synthesis were used as theoretical methods to find regularities in the diagnosis of the real state of training; as well as to determine the stages and actions of the teaching strategy and the relationships established between them.Induction and deduction methods were also used, which made it possible to analyze and process the information obtained, both theoretical and empirical, for the assessment of the real situation of the problem and the development of the strategy.The system approach made it possible to relate the needs detected in the diagnosis and the design of the teaching strategy; In addition, establish the relationships of coordination, subordination and dependency between the stages and actions.
Among the empirical methods, document analysis was used, which was applied in the review of the career's regulatory documents and ministerial resolutions that address the professional training process, as well as the lesson plans, with the purpose of verifying the status of the main indicators for diagnosis.A survey was carried out on the students with the objective of knowing their participation in practical research processes.
To process and analyze the information collected in the diagnosis, descriptive statistics were used, using the frequency distribution of the values obtained in each indicator.Percentage analysis of the data obtained was applied.
The population was made up of 46 students of the higher technical degree in Sports Training at the University of Artemisa, a sample of 21 students was intentionally selected, representative of 47% of the population.
The same procedure was used to select a sample of teachers, made up of 23 teachers from the group of this career, selected from a population of 31 teachers, which represents 74.1%.15 experts were also selected to submit the teaching strategy to expert criteria.The Delphi Method was used in order to obtain theoretical evidence of its potential.

Results and Discussions
The consistent application of the aforementioned methods allowed for an assessment of the initial research training in higher technical students in sports training, in three specific dimensions: cognitive, methodological and practical.The main results are expressed below

Cognitive dimension: it is related to
what is taught that in addition to being identified in the subject programs, "its selection and sequencing respond, first of all, to the historical conditionality of the process" (Ginoris, 2001, p.6). Responds to the general objectives of the graduate's profile and the research strategy assumed for its development

3.2
Methodological dimension, expression of the preparation of teachers, has indicators for its assessment related to the preparation of teachers to develop the contents of the subjects with the investigative approach.86.6% of teachers have not received any training on this aspect, 13.3% state that the approach that has been worked is the pedagogical professional and the developer of the different subjects; relevant aspects for this training.These approaches do not contradict the investigative approach; on the contrary, they accentuate them by their very nature.Its characteristics are contained in the investigative approach, which increases its scope, based on the use of scientific methods.Therefore, it is verified that no preparation actions are developed among teachers where they demonstrate how to insert the investigative approach into the contents of the subjects of the study plan.In correspondence with what has been analyzed up to this point, it was found that few actions with a high scientific level are designed by teachers to systematize the professional pedagogical mode of action associated with research preparation.
The methodological dimension is valued as not very adequate because it has not yet been fully distinguished, a methodological projection for the preparation of teachers in the what and how to address the research process in the class.related to the development achieved by students in the activities of their work practice and their participation in practical investigative processes

Evaluation by indicators of the practical dimension
Table 3 3.3 Practical dimension: allows obtaining and applying knowledge, from problematizing, theorizing and verifying in the teaching-learning process and the attitudes, values and forms of behavior inherent to it, which constitute the scientific investigative skills that are proposed.It is the scenario where the student concretizes his professional pedagogical mode of action.
Finally, the practical dimension is evaluated as not very adequate.It was found that in the practical-teaching training system for higher technicians it is made explicit that carrying out the practical requires satisfying the demands of the study plan, contained in the graduate's profile.The above is positive and demands preparation and creativity from teachers for the projection, execution and control of the practice activities.However, it has not yet been possible to fully develop actions that favor the exercise of initial investigative training; which is expressed in the presence of a reflective attitude about their work practice and in the participation of students in scientific events, who identify few solutions to the problems of their work practice.The above makes them feel dissatisfied with their results, since they recognize limitations to successfully carry out their professional work.It was shown that 81% of the students have not participated in this type of activity and request preparation to be able to work in this way.In less than 60% of the study completion activities, actions are designed that manifest a reflective, flexible and transformative mode of action.This limits the understanding, interpretation and identification of solutions to the complex and diverse processes that take place in their environment.4.After determining the current state of the initial investigative training process of the students of the higher technician in Sports Training at the University of Artemisa, we proceeded to design the pedagogical strategy.participatory, methodological, strategic, flexible and differentiated character stands out; which is reflected in the strategy assumed.These characteristics and principles are evident in the teaching-learning process.Its activities must contribute to the development of professional functions in an interrelated manner and due to its scope, the investigative function must be assumed as a transversal axis.The above is proposed to be carried out from the objectives of the process that express the aspiration based on social demand.Due to their governing nature, they determine the remaining components of the process and their relationship.The strategy proposed in this article supports that initial investigative training requires a close relationship between the investigative function of the professional model, the formation of investigative skills and professional

Table 1
Evaluation by indicators of the cognitive dimension Knowledge associated with educational research that can be inserted into the subjects of the study plan.
inappropriate 1.2 Knowledge of the different study programs that can be worked on to improve research training Appropriate 1.3 Identification of other activities of an extra-teaching nature and for work practice that can improve initial research training