Abstract

The analysis of daily practice shows up the small amount of time on which a student can count to practice and reach the desired goals. This article attempts to present a series of ways and means that help a physical education teacher to lessen the time dedicated to the presentation and organisation of the classroom activities, with the idea of scraping together a few minutes in benefit of practice time, essential for learning. For this, and revising some of the more important library sources that touch on the subject, the different times that exist in the physical education session are analysed and the actions and variables that can take away minutes in motor practice time are studied. Finally, a series of schemes and methodological recourses in relation with the different sections of the content of the curriculum are presented that allow the teachers to dedicate more time to learning tasks.