Abstract

Physical Education is an obligatory subject in the curriculum of children in developed countries and yet its evaluation continues to be low.
In this article we present, in the first place, the debate on the reasons for this low valuation by students, parents or colleagues, as well as arguments in favour of increasing the respect of PE as an obligatory subject, quoting the opinions of different authors.
On the other hand, we show part of the results of some research, which took place in Huelva University. This work consisted in diagnosing the problems of new teachers specialising in PE. With this data, we designed an inductive formation course in which we developed various topics through discussion groups. This investigation used mixed methodology, although with a predominance of qualitative methods.
Among the conclusions of this investigation, we confirm the low status in junior school education on the part of the administration, some teams of directors and, in general, of companions, students and parents.
The negative view of the situation of PE was only compensated for by the teacher’s view in relation to the positive influence that the work of each teacher of this subject can have in the context in which he develops his teaching.