Bases pedagógicas para una educación física de calidad. Educación Secundaria Obligatoria

That sport and physical-sports activities are pedagogical tools for personal development seems obvious. This is how we have socially constructed and imagined them throughout successive curriculum implementations. Physical Education, as a curricular subject in Compulsory Secondary Education (ESO), aims to foster knowledge and development of the body, the acquisition of healthy habits, and the reflection ability on the effects of physical activity. To achieve this, it utilizes sport, body expression, and healthy physical activities both inside and outside the classroom.
But is it an absolute truth that sport educates? Does it impact all students in the same way? And, even more important, given the increasing diversity in classrooms, do the physical-sports practices developed within Physical Education effectively contribute to the personal development of students?
This book offers a comprehensive analysis of the elements that contribute to Physical Education becoming a high-quality educational tool. Reflect on the strengths and weaknesses of these elements, presenting them gradually, from those that are more distant and external to the student, to those that directly impact the student.
That Physical Education contributes to the personal development of students is a goal of great pedagogical complexity, as it is conditioned by public policies, the history of the region, the moral values of the teaching environment with its planning and methodology, the classroom group with its social relationships and diversity, and, finally, the student themselves, with their physical, bodily, and neurological characteristics.