The big bang theory or the final reflections that trigger change. reviewing teachers' beliefs to build a pedagogy for school physical education [the big bang theory o las reflexiones finales que inician el cambio. revisando las creencias de los docentes para construir una didáctica para la educación física escolar]

Moreno, AlbertoAlbertoMorenoEnrique Rivera GarcíaCarmen Trigueros Cervantes2025-08-252025-08-252019-09-2810.47197/retos.v37i37.741752-s2.0-85095459385https://cris-uv-2.scimago.es/handle/123456789/5490The main aim of this study is to analyze teachers' implicit theories about the role and social consideration of Physical Education (PE) in the present society. This research was conducted using an interpretative paradigm. Information was obtained from a discussion group formed by eight Primary and Secondary education teachers. An in-depth analysis was performed on four main categories: PE presence in the scholar context, social perception of PE, roles assigned by society, and teachers' perceived concerns. The results identify the social value granted to PE, which sometimes leads to an excess of recognition compared to other curricular subjects. Based on this evaluation, more social acknowledgment is needed for PE competencies and objectives. Lastly, the roles of PE are reviewed, with emphasis on those related to socialization and expression of emotions, along with health promotion and attention to diversity.esacceso abiertoEducationOrthopedics And Sports MedicinePhysical Therapy, Sports Therapy And RehabilitationThe big bang theory or the final reflections that trigger change. reviewing teachers' beliefs to build a pedagogy for school physical education [the big bang theory o las reflexiones finales que inician el cambio. revisando las creencias de los docentes para construir una didáctica para la educación física escolar]The Big Bang Theory o las reflexiones finales que inician el cambio. Revisando las creencias de los docentes para construir una didáctica para la Educación Física Escolararticle