[en] Motor skills work has great relevance in personal development, especially at the school stage. The objective of this study is to analyse and compare the motor development program proposed in the formal and non-formal educational fields, in the Ikastola Udarregi in Usurbil (subject of Physical Education) and the Zirimara program (School Sports). From an observational tool designed ad hoc, the tasks collected in both schedules were analysed from a quantitative (motor commitment time) and qualitative (internal logic of the tasks) perspective. Overall, the results showed a high motor compromise, with a high motor time and density (80% and 86%). At the qualitative level, although there was a presence of the different domains of action and different configuration of the tasks according to their internal logic, this was not done in an equitable way, assuming the psychomotor domain, tasks with material and without memory, the greatest weight. In School Sports, a lower motor involvement was observed, with a lower motor commitment time and density. In the management of the motor action domains, in Physical Education a less equitable distribution was observed, with the opposition sociomotor being the domain with the least presence (5%) and the body expression domain the most used (28%). In School Sports, tasks with memory and without material had more weight with respect to what was scheduled in Physical Education. Diagnosing the motor work proposal based on the structural features of the tasks to be implemented can be of great help in identifying and optimizing its teaching potential.

[eu] Motrizitatearen lanak garrantzi handia du garapen pertsonalean, bereziki eskola garaian. Jarraian aurkezten den azterlanaren helburua hezkuntza-eremu formalean eta ez-formalean proposatutako garapen motorreko programa aztertzea eta alderatzea da, Usurbilgo Udarregi Ikastolan (Gorputz Hezkuntza ikasgaia) eta Zirimara programan (Eskola Kirola). Ad hoc diseinatutako behaketa-tresna batetik abiatuta, bi programazioetan jasotako jarduerak ikuspegi kuantitatibo (konpromiso-denbora motorra) eta kualitatibo batetik (zereginen barne-logika) aztertu ziren. Oro har, emaitzek konpromiso motor handia erakutsi zuten, denbora motor eta dentsitate handiekin (%80 eta %86). Maila kualitatiboan, akzio motorraren domeinu eta zereginen barne-logikaren araberako konfigurazio desberdina zuten jarduerak egon ziren arren, hori ez zen modu ekitatiboan gertatu, jarduera psikomotorrek, materialdunek eta memorigabeek zereginek pisu handiena bere gain hartu baitzuten. Eskola-kirolean, inplikazio motor txikiagoa egiaztatu zen, konpromiso motor eta dentsitate txikiagoarekin. Ekintza motorreko domeinuak erabiltzean, Gorputz Hezkuntzan banaketa ez zen ekitatiboa izan, eta oposiziozko soziomotorra izan zen presentzia txikieneko domeinua (%5) eta gorputz-adierazpenekoa erabiliena (%28). Eskola-kirolean, memoriadun jarduerak eta materialik gabeko zereginek pisu handiagoa izan zuten Gorputz Hezkuntzan programatutakoarekin alderatuta. Lan motorraren proposamena diagnostikatzea, ezarri beharreko zereginen egiturazko ezaugarrietan oinarrituta oso lagungarria izan daiteke haren potentzial didaktikoa identifikatu eta optimizatzeko.