Abstract

Development of creativity is one of the objectives of body expression in the curriculum. Studying how this physical education content is addressed entails analyzing what the role of teachers is. To that end we conducted a case study of three secondary school teachers to learn about and compare what physical education (PE) teachers do, say, and program. The instruments used in the study were structured observation, personal interviews, and teachers’ programs. The main results show us that body expression content is not taught under the same conditions as other PE content and shortcomings in initial and continuous teacher training affect how much and how it is used. Usually teachers use directive methodologies which are a technical approach which does not foster student creativity. In this situation we suggest an improvement in initial and continuous training to include contents that sensitize professionals to the marginal situation of body expression in education and provide them with the skills they need to include this content by using methodologies which encourage student creativity.