The regular practice of physical and sports extracurricular activities can bring various benefits to participants. However,\u00a0these benefits will be conditioned by the educational intervention of the staff teaching these activities, since sometimes they lack\u00a0the training and qualifications needed to develop this teaching function. Thus, the main objective of this research is to analyse\u00a0the educational intervention in sport in school in Secondary Education in the Community of Madrid. Through a survey conducted\u00a0with 350 teachers, the research is based on a quantitative and descriptive<\/em> methodology. The results show statistically significant\u00a0evidence regarding the unqualified teachers that use directive teaching techniques [x2 (10) = 33.430; p < .00; \u03a6\u00a0= .03]<\/em> and that
in general, most teachers prioritize the improvement of technique over other aspects [x2 (5)= 35.337; p < .00; \u03a6\u00a0= .03]<\/em>. Amongst\u00a0the most important conclusions of this research, we can see that the educational intervention by the staff teaching physical and\u00a0sports activities in school in Secondary Education is not always appropriate, since in most cases there is still a traditional teaching
model being used, where priority is given to searching for results on participation and teaching techniques directives on discovery,
as well as teaching how to improve teaching techniques in real match situations in a decontextualized way.<\/p>\n\n