Una persona con discapacidad auditiva tiene problemas vestibulares que afectan el equilibrio dinámico y estático, como consecuencia presenta dificultades motrices. En el contexto educativo, el profesor de educación física puede realizar estrategias didácticas que promuevan la mejorar las capacidades coordinativas. También, por la naturaleza de la discapacidad, la comunicación entre alumnos y profesores es un elemento fundamental. Por lo anterior, el objetivo de esa investigación fue evaluar el efecto de un programa de educación física para niños con discapacidad auditiva sobre el cociente motor, edad motora equivalente y desarrollo motor grueso. El diseño del estudio fue cuasi-experimental, con muestreo por conveniencia, participando 38 estudiantes (edad 7.4±0.9 años), diagnosticados con discapacidad auditiva, de dos escuelas de la ciudad de Mexicali, Baja California, México. Los participantes fueron divididos aleatoriamente en un grupo experimental (n=23) y un grupo control (n=15), a los cuales se les evaluó el cociente motor mediante el test de coordinación corporal para niños KTK, la edad motora equivalente se determinó mediante el inventario de desarrollo Battelle y el desarrollo motor grueso se calculó con el test de desarrollo motor grueso TGMD-2. El programa de educación física tuvo una duración de 4 meses, adaptando una programación de clases 5 veces a la semana, con una duración de 50 minutos por sesión, comunicándose con los alumnos mediante la lengua de señas mexicana y aplicando una serie de tareas que enfatizaron la coordinación motora. Para comparar las variables de estudio se utilizó el test de análisis de varianza (ANOVA) mixtas 2 x 2, observando una interacción doblemente significativa entre grupos y mediciones en el cociente motor (p=0.01), la edad motora equivalente (p=0.05), y el desarrollo motor grueso (p=0.05). Se establece que la aplicación de un programa de educación física adaptado durante cuatro meses puede influenciar una mejora en la coordinación motora en niños con discapacidad auditiva., A person with hearing impairment has vestibular problems that affect the dynamic and static balance, as a consequence presents motor difficulties, in the educational context the physical education teacher can carry out didactic strategies that promote the improvement of coordination skills, also due to the nature of the disability communication between student teachers is a fundamental element, therefore the aim of this research was to evaluate the effect of a physical education program for children with hearing impairment on motor quotient, motor equivalent age and gross motor development. The study design was quasi-experimental, with convenience sampling, involving 38 students (age 7.4 ± 0.9 years), diagnosed with hearing disability, from two schools in the city of Mexicali, Baja California. Mexico. The participants were randomly divided into an experimental group (n = 23) and a control group (n = 15). The motor quotient was evaluated using the KTK children's body coordination test, the motor age equivalent was determined using the education Battelle developmental inventory and gross motor development was determined by TGMD-2 gross motor development test. The physical education program was perform for four months period, adapting the class five times a week, with 50 minutes per session, the communication with the students was through the Mexican sign language and the tasks performed emphasized motor coordination. Mixed analysis of variance (ANOVA) 2 x 2 was used to compare the study variables, observing a doubly significant interaction between the groups and the measurements in the motor quotient (p=0.01), motor equivalent age (p=0.05), and gross motor development (p=0.05). The application of a physical education program adapted for four months can influence an improvement in motor coordination in children with hearing disabilities., The research moderate to vigorous physical activity in physical education, aimed to study the relationship of different factors related to sedentary lifestyle and childhood obesity in the Mexican school context, in order to these public health problems can be addressed from basic education, taking as an opportunity the time dedicated to recess and physical education during the school day, where teachers through a program oriented to learn and apply pedagogical strategies that encourage moderate to vigorous physical activity help to improve the maximal oxygen uptake and decrease body fat percentage in the students. This thesis is composed of 17 scientific contributions, presented in 5 phases of approach with a coherence according to the line of research, which are divided into 1.- State of the Question, 2.- Descriptive Studies, 3.- Design and Evaluation of Teacher Training, 4.- Intervention and 5.- Practical Implications. To determine the data cross-sectional and quasi-experimental designs with quantitative cohort were used, our main findings were the usefulness of the training program aimed at improving the moderate to vigorous physical activity index in education teachers during his bachelor's phase in physical activity and sport and later in his professional work as physical education teachers in basic education. Other main finding was the effect of a physical activity program with moderate to vigorous intensity using the CATCH model (coordinated approach the children health). This model was based on outlined that students should engage in moderate to vigorous physical activity at least 50% of the physical education lesson, showing significant differences in the variables of body fat percentage and aerobic capacity in overweight and obese children after 10 months of intervention. A complete copy of the research works is presented, where it can find more detailed information regarding the scientific contributions.