Headnote
ABSTRACT
Objective: To analyze the teaching of sports in physical education classes in secondary and high school, considering teaching models and pedagogical intentionality to identify gaps in practical knowledge.
Theoretical Framework: This process is based on the phenomenological and the theory of communicative action; and theoretical contributions from the teaching of sports, physical education classes, and pedagogical intentionality.
Method: The PRISMA methodology was adopted for selecting articles. ATLAS ti. 24 was used to analyze selected articles from the Scopus, Dimensions, Scielo, Dialnet, and Google Scholar databases.
Results and Discussion: The importance of reconceptualizing the teaching of sports es heighted, as it is not only a bodily practice normalized by elite sports institutions. The aim is to teach sports in a way that enhances the students life, advocating for teaching that develops fundamental skills inder a critical social stance based on autonomy, ethics, and social justice.
Research Implications: it is urgent to re-evaluate the teachers pedagogical intentionality for a student-centered approach to teaching sports that enhances life and addresses the sustainability challenges of the 21st century.
Originality/Value: This systematic review analyzes articles to identify gaps in the teaching of sports in physical education classes to renew the perspective of pedagogical practices.
Keywords: Physical Education Class, Sports Teaching, Pedagogical Intentionality, Teaching Models.
RESUMO
Objetivo: Analisar o ensino do esporte na aula de educação física no ensino fundamental II e médio, considerando os modelos de ensino e a intencionalidade pedagógica, a fim de identificar lacunas no conhecimento prático.
Marco Teórico: Este processo fundamenta-se na abordagem fenomenológica e na teoria da ação comunicativa; além de contribuições teóricas sobre o ensino do esporte, a aula de educação física e a intencionalidade pedagógica.
Método: Adotou-se a metodologia PRISMA para selecionar os artigos. Utilizou-se o ATLAS. ti 24 para analisar os artigos selecionados dos indexadores Scopus, Dimensions, SciELO, Dialnet е Google Académico.
Resultados y Discussão: Destaca-se a importância de reconceitualizar o ensino do esporte, que não deve ser apenas uma prática corporal normalizada por instituições do esporte de elite. Busca-se um ensino do esporte que potencialice a vida do estudante, discutindo-se um ensino para desenvolver os fundamentos sob uma perspectiva crítico-social baseada na autonomia, na ética e na Justiça social.
Implicações da pesquisa: É inadiável a ressignificacño da intencionalidade pedagógica do professor para um ensino do esporte centrado no estudante, que potencializa a vida e enfrenta os desafios de sustentabilidade que o século XXI exige.
Originalidade/Valor: Esta revisão sistemática analisa artigos que permitem identificar lacunas no ensino do esporte na aula de educação física, a fim de renovar a perspectiva das práticas pedagógicas.
Palavras-chave: Aula de Educação Física, Ensino do Esporte, Intencionalidade Pedagógica, Modelos de Ensino.
RESUMEN
Objetivo: Analizar la enseñanza del deporte en la clase de educación física en secundaria y media tomando en cuenta los modelos de enseñanza y la intencionalidad pedagógica para identificar vacíos de conocimiento práctico.
Marco teórico: Este proceso se fundamenta en el enfoque fenomenológico y la teoría de la acción comunicativa; y aportes teóricos de la enseñanza del deporte, clase de educación física e intencionalidad pedagógica.
Método: Se adoptó la metodología PRISMA para elegir los artículos. Se utilizo el ATLAS ti. 24 para analizar los artículos seleccionados de los gestores Scopus, Dimensions, Scielo, Dialnet y Google Académico.
Resultados y discusión: Se destaca la importancia de reconceptualizar la enseñanza del deporte, no solo es una práctica corporal normalizada por instituciones del deporte élite. Se busca enseñar deporte que potencialice la vida del estudiante, se discute por una enseñanza para desarrollar los fundamentos bajo una postura crítico social basado en la autonomía, la ética y la justicia social.
Implicaciones de la investigación: Es inaplazable la resignificación de la intencionalidad pedagógica del profesor para una enseñanza del deporte centrada en el estudiante que potencie la vida y afronte los retos de sostenibilidad que exige el siglo XXI.
Originalidad/Valor: Esta revisión sistemática analiza artículos que permita identificar vacíos en la enseñanza del deporte en la clase de educación física para renovar la perspectiva de las prácticas pedagógicas.
Palabras claves: Clase de Educación Física, Enseñanza del Deporte, Intencionalidad Pedagógica, Modelos de Enseñanza.
1 INTRODUCTION
This systematic review, derived from a doctoral thesis in pedagogy, addresses the teaching of sport in the context of the physical education class. In this sense, it focuses on sports teaching models and pedagogical intentionality. The first refers to the physical education class (Contreras, et al ., 2021), also conceived as teaching models (Blanch, et al ., 2021; Siedentop, 2011; Eggen, et al ., 2001). The second focuses on the pedagogical intentionality of the teacher, based on Husserl (2011; 2013), Habermas, (1987) and physical education researchers such as Blázquez, (2021a).
Since sport was incorporated into the curricular programs of the educational system, there has been controversy due to its exclusionary and violent nature. This discussion has persisted over time due to the pedagogical identity adopted by the teacher, whether with a traditional tendency - technocratic or comprehensive (Bonilla, 1987) or following the technical, practical, or sociocritical postulates proposed by Habermas (1987). In this sense, sport has varied strategies and perspectives that redefine pedagogical practices. It does not focus solely on the perspective of sportsmanship and sportsmanship, which, according to Varnier et al . (2019), 15 nothing more than educating for classic Olympic sport, where disrespect and violence predominate. To avoid this, values are integrated into the idea of fair play. Undeniably, the articles selected in this systematic review emerge as a response to traditional teaching.
Given the above, the question is posed: How do teachers teach sport in basic, secondary and middle school physical education classes, considering the teaching models and their pedagogical intention to identify knowledge gaps?
2 THEORETICAL FRAMEWORK
This systematic review is based on theoretical contributions regarding teaching models and pedagogical intentions. However, before addressing these topics, the conceptualization of sport teaching and physical education classes will be explored.
Teaching intertwines pedagogical knowledge with various elements, fostering interaction between teachers, schools, knowledge, and comprehensive development (Zuluaga, 2020). However, its effectiveness lies in the active participation of students (Blázquez, 20215). In this context, sport emerges as a holistic practice that activates multiple human dimensions, both visible and invisible (Torralba and Santos, 2016), thus becoming a sociocultural practice that nourishes comprehensive training (Ministry of National Education [MEN], 2022).
Regarding physical education classes, they are governed as a setting for official intervention and complex relationships, where education is channeled through motor behaviors with specific didactics (Blázquez, 2021b). Furthermore, this space not only facilitates personal and social development but is also a suitable field for research (MEN, 2022).
For their part, teaching models are conceived as structured tasks that guide classroom activities (Montoya, 2018), as well as methodological systems to manage learning to achieve objectives (Blanch et al ., 2021; Cabezón & Gutiérrez, 2018). However, traditional models, anchored in functionalist-structural and human capital theory, lack critical reflection and perpetuate inequality and authoritarianism (Durkheim 2001; Parsons, 1985; Schultz, 1985). In contrast, Freire (2010) advocates for teaching focused on justice and the defense of the most vulnerable, infused with scientific competence, love, and creativity.
The ideal pedagogical intentionality, according to Freire (1997), should be based on ethics, dignity, autonomy and a critical reading of reality. However, the articles often overlook awareness of the vital foundations when teaching sport, such as corporeality, a sensitive openness to existence (Merleau-Ponty, 1985; Gallo, 2007); spirituality to understand inner and outer life (Torralba and Santos, 2016; Torralba, 2012); and motor skills as a symbolic expression (Rey and Trigo, 2000; Rodriguez ef al ., 2016), dimensions that should be pillars of a critical social pedagogical identity.
The challenge lies in transcending the traditional disciplinary knowledge of the teacher, adopting new pedagogies that integrate diversity and sustainability from a critical social perspective (Baena-Morales ef al ., 2023). The intentions of the teacher "are directed toward something" (Husserl, 2011, p. 10). For this reason, pedagogical intentionality, far from being spontaneous, is embodied and endowed with meaning by teachers (Ruiz, 2020). In this regard, Blazquez (2021a) and Naranjo (2016) propose addressing problem situations in class, linking them to competencies and the sustainable development goals. Consequently, teaching is directly related to the teacher's identity, student needs, common practices and intentions in class, and the ideal of what human being to form for the world.
3 METHODOLOGY
The PRISMA methodology was used for the article review and selection process. This systematic review of the scientific literature is applied to the field of sports teaching in the context of physical education classes. For its preparation, the guidelines of Moher et al. (2009) on the PRISMA declaration, as well as those of Pardal-Refoyo & Pardal-peláez (2020) for the correct conduct of systematic reviews in the social sciences, were followed. The methodological process will be detailed below in its different phases.
Sensitive search: The first searches for articles from the period 2019 - 2023 on the teaching of sport in the physical education classroom were carried out in March 2023, combining the following topics : T each, Didactic, Pedagogy, Education, Sports, Physical education, PE, Physical education class, secondary school, Elementary School, University (Teaching, Didactics, Pedagogy, Education, Sports, Physical Education, PE, Physical Education Class, Basic Secondary, Middle School, High School) in the databases Scopus, Dimensions, Scielo , Dialnet and Google Scholar. The thesaurus for English terminology https://www.merriam-webster.com/ and the UNESCO Thesaurus link http://vocabularies.unesco.org/browser/thesaurus/es/ were used as tools to validate the keywords and formulate the search strategy. HYPERLINK "https:/www.merriamwebster.com/" Among the word combinations, the Boolean operator AND was used to expand the search for articles, OR was used to reorganize the terms, and quotation marks (·') were used to search for terms or complete phrases in order to find better results with the formula: Teach OR Didactic OR Pedagogy OR Education AND Sports AND "Physical education" OR "Physical education class" AND "Secondary school" OR "Middle school" OR "High school" (Teaching or Didactics or Pedagogy or Education and Sports AND "Physical Education" OR "Physical Education Class" AND "Secondary School" OR "middle school" OR "high school"). These searches in the different search engines yielded the following results: in Scopus it was 1,320, in Scielo 942, in Google Scholar it was 16,100, in Dimensions 11,066 and in Dialnet there were 97,798 results, quantities with considerably greater results, which is why a second search phase is warranted to generate more specific results, in order to avoid repeated or useless documents for the review.
Scopus was selected as the database for creating bibliometric maps. Finally, the various search engines found primary studies that could answer the research question, and no related systematic reviews were found. These searches were conducted starting on March 20, 2023.
Three bibliometric maps were developed using VOSviewer and one map using Bibliometrix using the Scopus database. These maps were used to explore productions across countries, highlight keywords in documents, identify the most cited authors, and the final graph shows the countries with the highest production, their most published authors, and trending keywords between 2019 and 2023.
VOSviewer Country Production Map: It is observed that the countries that generate the most production related to the topics addressed are the United States, Spain, the United Kingdom, China, and Finland. However, the United States has the highest citation rate, followed by the United Kingdom, Finland, Canada, and Belgium. However, Spain and China have the most recent production on the review.
VOSviewer Keyword Map : The most relevant keywords due to their interrelation and based on the greatest correspondence are established in communities differentiated by colors, highlighting the following words: physical education, sport, sports education model, sports pedagogy, teaching, learning, policies, inclusion, gender, masculinity, autonomy, fun, satisfaction, self-determination theory, self-motivation, physical activity, training, fitness, physical exercise, health education, heart rate, obesity, body mass index, sports injuries, mental health, COVID 19, evaluation,
Author Co-Citation Map : We present the authors most cited by other articles related to the topic of sport in the context of high school. The articles from most to least cited were: Hastie, PA is the most cited author by similar articles, with a total of 449 citations, followed by Sallis, with 428 citations, then Kirk, with 399 citations; Ryan, with 334 citations; Mckenzie, with 307 citations; Deci, with 304; Siendentop, with 263 citations and Duda, with 262 citations.
Three-field charts: countries, authors, and keywords: The graph shows the countries With the highest production on the topic, the authors representing the countries with the most publications on the subject, and even the trending keywords in their articles between 2019 and 2023. Rafael Burgueño, a world reference on secondary school physical education, pedagogical models, physical activity, model-based practice, self-determination theory, and motivation, is a representative of Spain. Piter Hastie, a researcher representing Portugal, the United States, Ireland, and China, according to inflows, has focused on researching physical education, sports education, and pedagogical models in relation to gender. Isabel Mesquita, a researcher from Portugal and the United States, studies secondary school physical education, pedagogical models, and gender. Alberto Ferriz-Valero, representing Spain and Norway, aims to delve deeper into the keywords: students, secondary school, physical education, sport, motivation, and gender. In light of the above, key words emerge regarding the topic of interest of this systematic review, including: sports education, model-based practice, self-determination theory, motivation, gender, exercise, and physical attitude.
Specific systematic search : The specific systematic search was carried out again in May 2023 in Scopus, from 117 articles the finding was reduced to 6 articles, in Google Scholar from 546 the findings were narrowed down to 14 articles; in Dimension, from 422 results it was reduced to 5 publications, in Dialnet from 69 results it was reduced to 1 article and in cielo from 71 it was reduced to 2. In this process and due to the impossibility of filtering by keyword or title, the articles that did not meet the inclusion criteria were manually reviewed.
For the combination of terms that gave the best results in Scopus, it was the following: TITLE-ABS-KEY: ( teach OR didactic OR pedagogy OR education AND sports AND "Physical education" OR "Physical education class" AND "secondary school" OR "middle school" OR "high school") AND PUBYEAR > 2018 AND PUBYEAR < 2024 AND ( LIMITTO ( EXACTKEY WORD , "Physical Education" ) OR LIMIT-TO ( EXACTKEYWORD , "Sport" )) AND ( LIMIT-TO (SUBJAREA , "MULT") OR LIMIT-TO ( SUBJAREA , "SOCI" ) OR LIMIT-TO ( SUBJAREA , "PSYC" ) OR LIMIT-TO ( SUBJAREA , "COMP" ) OR LIMIT-TO ( SUBJAREA , "ARTS" ) OR LIMIT-TO ( SUBJAREA , "HEAL" ) ) AND ( LIMIT-TO ( DOCTYPE, "ar" ) ) AND ( LIMIT-TO ( LANGUAGE , "English" ) OR LIMITTO ( LANGUAGE , "Spanish" ) ) AND ( LIMIT-TO ( OA , "all" ) ) . In the case of Google Scholar, Dimension, Scielo and dialnet the following was used: allintitle: Sports AND Teach OR Didactic OR Pedagogy OR Education AND "Physical education" OR "Physical education class" AND "Secondary school" OR "Middle school" OR "High school" - "Elementary school" - University. Considering this, to select the articles, the inclusion and exclusion criteria were defined.
Inclusion criteria: · The research must be empirical and not reviews; approached from a qualitative, quantitative, or mixed methodology perspective. · The title must include the terms (Teaching or Didactics or Pedagogy or Education and Sports AND "Physical Education" OR Physical Education OR "Physical Education Class"). · The population must be similar (teachers) regardless of sex, race, lifestyle, or demographic location. · The research context must be in basic secondary and middle educational institutions, regardless of whether they are public or private. · Area: Social Sciences and Humanities. · Language: Spanish and English. · Open Access articles (full text) with results published in any journal. · Published between 2019 and 2023.
Exclusion criteria: · Studies that address sports teaching outside of physical education classes are excluded. · Studies conducted with samples other than those established. · Studies that study sports teaching in primary or university settings, or based on a state-sponsored policy other than that of secondary and middle school educational institutions.
Based on these criteria, and based on the title alone, 29 articles were deemed suitable. The abstract was read, and based on this reading, 3 articles were discarded for being duplicates, and 2 articles were excluded for not being empirical studies, leaving a total of 23 studies. These studies were subsequently reviewed in depth to determine which of them contained empirical evidence that could answer the question. The remaining articles (п = 01) were excluded, as this would make interpretation and synthesis of the results difficult. Ultimately, 20 articles met the inclusion criteria and were selected for the systematic review.
Each article included offers information on the teaching of sports in physical education classes in elementary and secondary schools. The research focuses on pedagogical intentions and teaching models. Terms such as "sports education" or "sports pedagogy" were even accepted in the search, as they are considered a form of theoretical integration. Furthermore, 1t was verified that their approaches were oriented toward the objective of the review and that their results offered the possibility of contrasting with other perspectives. Predominantly, the articles employed a quantitative methodological perspective to determine or identify the different sports teaching models with evident pedagogical intentions in the teaching interventions used by teachers in public and private educational institutions at the aforementioned levels. Regarding methodology, it was observed that all 20 articles base their findings on primary data collected from teachers for the research analysis.
To ensure compliance with the search criteria and correspondence with the research question, documents were selected based on the following questions: Is the title clearly formulated and does it show similarity with the study? What 1s the date of the research and the institutional affiliation of the authors? How extensive and reliable are the sources used? How explicit are the conceptual frameworks? What are the characteristics and size of the study population? What techniques and instruments were used for data collection? Is there methodological consistency among the aforementioned elements? What assumptions are made about the generalizability of the results, and what is the evidence? Do the conclusions respond to the study's objective based on the relevance of the findings? How convincing is the study in terms of data analysis and findings in answering the Systematic Review question? Finally, the results obtained are shown in the table. The analytical criteria used were the title, authors, year of publication, and the databases in which they are located.
4 RESULTS AND DISCUSSIONS
The comparison of the data highlights the results and discussion framed within the two categories. First, the sport teaching models are addressed within the context of the physical education class, a setting of official intervention and complex relationships from a specific didactic perspective. Second, the pedagogical intentionality of the teacher in teaching sport is the embodied and meaningful position . This analytical process was based on an exhaustive review of 20 articles from various countries. Spain and Turkey led the way with four contributions each, followed by Brazil and Algeria with two each. Malaysia, Iran, the Czech Republic, Indonesia, Jordan, Romania, the Netherlands, and Peru complemented the sample With one article each. The predominant paradigm orientation in the studies was qualitative, followed by qualitative, with phenomenological and mixed-methods research being the least common.
Teaching models : It is oriented towards the intersubjective development of the class, or didactic intervention, teaching models that are managed by the teacher and have evolved to address the needs of students and promote more meaningful and contextualized learning, which are described below:
Sports education model : In the research carried out by Gutiérrez et al . (2020) found that its implementation is perceived positively by teachers, who highlight its potential to improve self-motivation, self-determination, and autonomous learning.
Hybrid teaching model (TGfU/SEM): The study of Mota and Krahenbiihl (2023) revealed that a hybrid teaching model, based on TGfU and SEM, significantly increases technical-tactical learning and student engagement. It highlights greater social interactions and enhances a positive and collaborative learning environment.
Epstein's TARGET model (1988): Authors Cechini et al . (2021) demonstrated that TARGET strategies (Task, Authority, Recognition, Group, Evaluation, Time) modify teachers' attitudes and have positive effects on students' performance and behavior, especially because a motivational climate is promoted.
Humanized Sport Model: Varnier et al . (2019) suggest that this approach transcends the teaching of sport in the conventional physical education lesson by addressing sociocultural needs, fostering intentional and reflective moral education.
ICT-supported education model: During the COVID-19 pandemic, the authors highlight the increase in ICT management and the acquisition of resources to optimize teaching (Esentürk et al ., 2021). There is a need for an institutional support framework that fosters the effective integration of ICTs in physical education (Irwahand et al ., 2022). To this, it can be added that with ethics and critical social thinking, artificial intelligence would be used correctly, assumed to be an innovative and cutting-edge teaching tool to optimize time and enhance our work.
Model based on combat sports : the continuous training of teachers in combat sports allows to overcome the prejudices that limit their inclusion in the physical education curriculum, highlighting that with adequate equipment, physical and mental health and the development of values benefit (Bouskova et al ., 2021; Ruiz-Sanchis, 2019).
Sport teaching models include active approaches that foster collaboration and respect between students, as well as the use of modern methodologies such as the hybrid Teaching Games for Understanding (TGfU) model, the Sport Education Model (SEM) (Mota & Krahenbiihl, 2023; Varnier et al ., 2019) and, among others, Epstein 's TARGET Model ( Cecchini et al ., 2021) and the ISSOK model ( Blázquez et al ., 2021). However, the implementation of these strategies is limited by the lack of specific and continuous training of teachers and by insufficient resources (Irwahand et al ., 2022; Esentürk et al ., 2021). There are also barriers related to the low physical condition of students and prejudices towards certain sports disciplines, which can restrict the inclusion of sports in the curriculum (Bouskova et а! ., 2021; Ruiz-Sanchis, 2019).
Sports education has been promoted through the incorporation of contemporary educational technologies and models. In the context of the COVID-19 pandemic, the distance learning model represented a challenge for physical education teachers (Esentürk et al ., 2021). However, despite the possibilities offered by ICTs, effective integration has been hampered by a lack of teacher training, internet access, and adequate resources (Irwahand ег al ., 2022; Gutiérrez et al., 2020). In contrast, some studies highlight the positive perception of teachers towards innovative models with the use of ICTs, evidencing a significant potential to improve self-determined motivation, healthy and active lifestyles, inclusion, pleasant environments, extracurricular practices and social values (Djamel B & Djamel M, 2020; Sarmidi et al ., 2020; Gutiérrez et al ., 2020; Varnier et al ., 2019; Mota & Krahenbühl, 2023).
Pedagogical intentionality: It is the attitude that the teacher assumes to guide his class and is aimed at a diverse set of competencies, objectives, and trends that go beyond the simple technical development of sport. The studies reviewed confirm a multifaceted approach that encompasses attitudinal, procedural, and conceptual aspects.
Competent planning of competency-based teaching: Research conducted by Bengueneb et al. (2021) revealed that most physical education teachers lack competencies in implementing modern teaching strategies despite recognizing their importance. The study authors recommend reforming the curriculum and providing ongoing training. Günes et al . (2022) highlights the importance of improving teacher planning competencies to raise the quality of teaching by promoting a more intentional and reflective approach, with contextual planning of the methods used in coherence between the curriculum program and formative assessment. Bingôlbali and Yavuz (2021) explores the perceptions of physical education teachers in private schools where subjective and distorted assessments are revealed, prioritizing student retention over the objectivity of learning. The study by Djamel B., and Djamel M., (2020), shows that teaching 1s based on a competency-based approach, the results indicate that the teacher's pedagogical practices are effective because they are based on objectives and evaluative procedures focused on learning, the need to reform teaching materials and methods to improve educational quality in collective physical and sports activities is highlighted.
Considering the results of the previous studies, it is pertinent to present research that agrees that teacher training provides quality education, not only in pedagogy and didactics, but also in transcendental topics, among others, training in: Inclusive education in sports practices (Başkonuş and Çiriş, 2021); in the TARGET teaching model (Cechini et al ., 2021); effectively integrating ICTs in teaching (Esentiirk et al., 2021; Irwahand et al ., 2022); updated sports management (Castro P. and Damian N., 2020); humanized sport model (Varnier et al ., 2019); And, in combat sports to integrate them into the physical education curriculum (Ruiz-Sanchis, 2019; Bouskova et al ., 2021).
Axiological competence and values training: Studies by López-Párralo et al . (2020) and Aldagamseh ег al . (2023) emphasize the importance of attitudinal and motivational objectives, promoting values such as respect, collaboration, and inclusion. Similarly, Varnier et al . (2019), in their research focused on "humanized football," support this intention by adapting the rules of the game to foster respect and equitable participation, contributing to comprehensive development and values. Van der Steeg et al . (2021) propose an operational definition of sexual integrity in sports contexts, highlighting the importance of competencies for coaches and physical educators in preventing sexual violence and fostering a culture of respect.
Emotional competence and motivation for comprehensive learning: Research by Gutiérrez et al. (2020) and Cechini et al. (2021) highlights the positive impact of Sports Education Models and the Motivational Climate. They focus on self-determined motivation, a greater intention to participate in sports activities, with positive effects on students' academic and emotional performance, strengthening favorable and healthy educational environments. Sarmidi et al . (2020) add that motivation is indeed what contributes the most to teacher performance, along with discipline, adversity, and integrity.
Motor competence and active lifestyles: The study carried out by Rahim el tal. (2021) proposes strategies to improve motor literacy and promote active lifestyles, underlining the importance of adequate management aligned with educational policies. In this sense, Rosca and Tohanean (2022) warn about the need to avoid excessive and exclusive competitive objectives with sport (sportification), which can demotivate students with less athletic skills. It is suggested that the intentionality focuses on inclusion and comprehensive development to strengthen motor competence and active lifestyles.
Teachers primarily propose to foster comprehensive competencies in students, prioritizing not only the learning of sports skills, but also social competencies such as teamwork, values such as respect, promotion of healthy lifestyles, motivation, inclusion and reduction of game violence (Mota & Krahenbiihl, 2023; Rahim et al ., 2021; Lôpez-Parralo et al ., 2020; Varnier et al., 2019). However, there is a notable lack of reflective lesson planning and inconsistency between educational objectives and formative assessments (Giines et al ., 2022; Bengueneb et al ., 2021). This indicates that, although pedagogical intentionality is present, its implementation may lack depth and clarity in the methods used.
Finally, the teaching of sports in physical education classes in elementary and middle school is a topic of current research, given its potential impact on students' integral development. Given its growing importance, it presents a complex field where diverse pedagogical intentions and teaching models converge.
5 CONCLUSIONS
The teaching of sports in physical education classes in secondary school is a controversial topic, and the studies conducted are a counter to the teacher's pedagogical identity, confirming a traditional teaching style that must be overcome. Teaching practices should strive for structural changes that are evident in the classroom. To achieve this, there must be a reflection on methodology, didactics, pedagogy, and curriculum programming from a pedagogical identity that teaches students to think, not just obey.
Sports education must transcend technicality and the mere repetition of techniques, given the continued adherence to traditional teaching models. It involves leveraging sports dynamics to positively impact social, political, cultural, educational, and health aspects. Socially, it seeks to foster group empowerment, equity, social justice, and solidarity to strengthen the social fabric. Politically, it aims to encourage citizen participation, combat discrimination, and promote gender equality. Culturally, it is essential to recognize and value students' diversity and identity, encouraging critical reflection on norms and values to improve coexistence. Educationally, it is essential to develop critical thinking and collective awareness for comprehensive and sustainable human development, including the proper use of technology. And health, which is fundamental as the greatest asset of human beings, to promote physical and mental well-being, self-esteem, and psycho-emotional processes for a full life.
Therefore, pedagogical intentionality and teaching models constitute key didactic elements that reflect the teacher's pedagogical identity. While there is a vast literature that criticizes traditional sports instruction models, which focus on promoting the economic and political interests of hegemonic institutions, this study highlights the power of teaching sports in the context of physical education from a critical-social perspective. This approach allows us to assess the needs of the diverse student population, sustainable development goals, attitudes, procedures, and concepts, in order to contextualize the competencies specific to the area of physical education: motor, bodily expressive, and bodily axiological ( MEN, 2022; 2010) . Consequently, it is proposed to contribute to integral and sustainable human development based on the corporeality and spirituality expressed in human motor skills. This vision configures "sportreality" as а new perspective for research, which transcends the limitations of conventional sportsmanship and sportsmanship of classical Olympism.
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References
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