| Abstrakt: |
Physical Education (PE) is a subject of great pedagogical and educational value. However, the administration can be constrained by utilitarianism against physical inactivity and overweight. This might have been the main reason for the implementation by LOMLOE of three PE sessions per week. However, there are schools which attach great importance to this subject, with a large vision and a long tradition of teaching PE on a daily basis. This qualitative study explored the approach and legislative fit of PE in a private school institution in the Region of Madrid, from infant to high school, with a daily PE session in a case study through the perceptions and experiences of PE teachers and teachers of other materials. In this school they extended the duration of breaktimes and used them for daily PE teaching, leaving aside the usual concept of breaktime. The teachers interviewed agreed that PE is fundamental for students' all-round development: healthy habits, academic performance, well-being, satisfaction with PE, etc. However, they also pointed to the increased risk of injury and organisational, economic, and logistical challenges. It was nonetheless argued that the legislative fit of daily PE was highly feasible. Considering the current situation, schools and PE teachers have the opportunity to demonstrate the importance and relevance of PE beyond its usefulness against obesity and sedentary lifestyles. [ABSTRACT FROM AUTHOR] |
