Explorando los recuerdos negativos del profesorado en formación sobre la Educación Física

  1. Saiz-González, Pablo 1
  2. Iglesias, Damián 2
  3. Coto-Lousas, Jose 1
  4. Fernandez-Rio, Javier 1
  1. 1 Universidad de Oviedo
    info
    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
  2. 2 University of de Extremadura, Spain
Journal:
Espiral. Cuadernos del profesorado

ISSN: 1988-7701

Year of publication: 2025

Issue Title: Marzo 2025_en preparación

Volume: 18

Issue: 37

Pages: 47-59

Type: Article

DOI: 10.25115/ECP.V18I37.10033 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Espiral. Cuadernos del profesorado

Abstract

Physical education (PE) has been a compulsory subject in schools in most countries of the world for decades. However, there is an ongoing debate surrounding its nature and pedagogical approaches. This study aimed to explore the negative feelings of prospective teachers’ PE recalled experiences. A total of 783 prospective teachers enrolled in an education degree at two different Spanish universities participated. These young subjects were targeted for three reasons: 1) they have vivid PE memories, 2) they have more pedagogical knowledge than the average person, and 3) they were not PE specialists. Those who reported an overall negative experience were selected: 41 students (35 females and 6 males, M=21.7 years). Open-ended questions explained the reasons for their experiences. Four thematic clusters were identified: (1) students' physical capabilities, (2) teacher's in-class work, (3) content, and (4) classroom environment. The results suggest the need to implement pedagogical actions that help to counteract the emergence of negative feelings and thoughts. The use of more democratic and reflective pedagogical approaches could help to avoid negative experiences and enhance meaningful ones and, if this happens in prospective teachers who will teach different subjects, it will help to change the stereotypes about PE and promote greater cohesion.

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