CONCEPTIONS ABOUT PHYSICAL EDUCATION IN FUTURE TEACHERS: AN APPROACH FROM IMPLICIT THEORIES AND THE GENDER PERSPECTIVE

Abstract

This study analyzes the Implicit theories (ideas and prior conceptions) about Physical Education (PE) held by prospective teachers during their initial training. PE, traditionally centered on athletic performance, requires a shift toward a more inclusive perspective focused on the holistic development of students. These theories, influenced by prior experiences and sociocultural factors, shape teaching perceptions and practices, making their analysis critical in university training. The sample comprised 630 pre-service teachers (441 women and 189 men) with a mean age of 20.29±2.23 years, enrolled in the Physical Education in Primary Education course at the University of Salamanca during the 2020–2024 academic years. The TIEFP (Implicit Theories of Physical Education for Teachers) questionnaire by Delgado and Zurita (2002) was used to assess five dimensions of PE: health, performance, recreation, expressiveness, and education. Analyses included an HJ-Biplot to identify profiles, a hierarchical cluster analysis, and a MANOVA-Biplot to evaluate differences by gender and profiles. The results identified five distinct profiles, highlighting one comprehensive profile with high levels in all dimensions and others with low and limited evaluations. Significant gender differences were observed: men prioritized performance, while women emphasized expressiveness and educational aspects. No significant interactions were found between gender and profile. The study highlights the need to design training programs that consider the diversity of conceptions about Physical Education while also emphasizing critical reflection in university teaching. This will enable students to enter professional practice with a broader and more well-founded perspective on Physical Education, moving beyond reductionist approaches and promoting a more inclusive and balanced outlook.