Teaching based on competencies in Physical Education: Contribution, assessment and relation with educational content

Abstract

The aim of this study was to know the professional practices of teachers of Physical Education (PE), analysing the role of competencies and their assessment. It were participated a group of six PE teachers at secondary schools in the Community of Madrid, men and women, who have different years of direct professional experience (from 1.6 to 22 years). It was used qualitative methodology, employing the techniques of observation, through scales and field notes, focus group and interviews. The data processing was quantitative (for observation scales) and qualitative (for other techniques). Atlas, ti and SPSS were used in this analysis. The research findings suggest that participants contributed with a low or zero frequency to competencies in each session and social and civic was the most frequently treated. Teachers suggested that certain competencies are related to specific PE learning contents, while others acquired a more horizontal perspective. In addition, it was observed at times that some aspects of competencies were assessed, although their assessments were leaving the formative premises which the model promotes. It seems necessary to support teaching based on competencies in the context of this inquiry to materialize in a more frequent and targeted contribution and assessment.