Table 1
Results of the factor analysis
| Specific competencies | Components | Factors | |||
| Designing, applying and analysing teaching interventions in the PE class | .604 | Design, application and assessment of teachinglearning processes in PE | |||
| Developing and putting PE programmes that facilitate the effective inclusion of students with special educational needs into practice | .667 | ||||
| Designing, developing and assessing the teaching-learning processes related to physical activity and sport with attention to the individual and contextual characteristics of each person | .685 | ||||
| Knowing how to use assessment instruments in the PE class | .710 | ||||
| Promoting complementary activities related to physical activity and sport inside and outside school | .550 | ||||
| Responding to diversity in PE practices | .693 | ||||
| Tener capacidad de reflexión sobre el Having the capacity to reflect on the teaching-learning process, the different organisational types and the different methodologies within PE classes | .639 | ||||
| Designing, modifying and/or adapting motor situations geared towards developing and fine-tuning the motor skills to the educational context | .576 | ||||
| Designing, developing and assessing teaching-learning processes related to motor competency, with attention to the individual and contextual characteristics of each person | .756 | ||||
| Knowing and promoting the different motor manifestations that are part of your traditional culture | .605 | Motor and sport contents | |||
| Knowing psychomotor development and its developmental maturation | .777 | ||||
| Knowing the elements and fundamentals of body expression and non-verbal communication and its formative and cultural value | .672 | ||||
| Knowing the basic principles of introduction to school sports and designing specific tasks to use them in teaching | .601 | ||||
| Knowing how to use play as a teaching resource and educational content | .408 | ||||
| Knowing and understanding body and motor developmental processes | .561 | ||||
| Knowing the physical capacities and factors that determine their evolution and knowing how to apply the specific technical underpinnings | .537 | Physical conditioning and health contents | |||
| Knowing the basic biological and physiological principles of the human body in relation to physical activity | .621 | ||||
| Having strategies to apply the elements of health on hygiene and diet in educational practice | .581 | ||||
| Having teaching strategies that promote the acquisition of regular physical activity habits | .544 | ||||
| Knowing how to apply the basic principles (techniques) of physical activities in nature | .439 | ||||
| Analysing and communicating, critically and with solid foundations, the value of physical education and sport and their possibilities of contributing to people’s development and wellbeing | .667 | ||||
| Identifying and preventing the health risks stemming from the practice of inappropriate physical activities | .768 | ||||
| Eigenvalues % cumulative explained variance | 40.82 | 47.96 | 54.26 | ||
| KMO: 0.94. | |||||
| Bartlett’s sphericity test:: 4930, 449. gl.: 231. p < .001. | |||||
