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Intervention programme to improve the promotion of school success in Physical Education


The concept of competence has been incorporated into the field of education to call for a paradigm shift that focuses closely on the knowledge, skills, values, attitudes, desires, and motivations that students should possess to successfully face the new challenges and opportunities that arise in the 21st century, even going beyond the learning that takes place at school. This situation is linked to a profound debate and current concern about how to improve the high rates of school dropout and educational failure, which requires emergency action in the field of I+D+i to address. Spain, in the year 2021, has not managed to reach the target set by the European Union (EU), with a dropout rate of 13.3%, making it one of the worst positioned EU countries. These challenges are also found in the Brazilian reality and in the State of São Paulo, a context investigated by the FAPESP Public Education project (2022/06919-5).Teachers and students are presented as target variables in the promotion of positive outcomes in the educational context, but nevertheless, we have not been able to find a solid and innovative intervention proposal that is able to combine the potential of both social triggers to solve the worrying problem of implementing competences as a guarantee of academic success in students. It has been proven that teaching intervention can affect learning outcomes, including the acquisition of competences. When this intervention has methodological characteristics that include the active involvement of students, a higher level of competence is achieved. The cultural curriculum of Physical Education adopted in São Paulo, invests in the integrated curriculum as a way to promote student engagement and the effective contribution of Physical Education classes in high school education, however, there are still investigations into the results of this proposal.This project aims to improve key competences in the Secondary Education curriculum in physical education classes. To do so, it proposes to understand the challenges regarding competences, from the point of view of teachers and students, to include Physical Education in the school curriculum based on the notion of competences; to design and implement, in collaboration with Physical Education teachers from Brazil and Spain, a psycho-educational intervention through contextual factors (the Physical Education teacher and peers, through the implementation of autonomy support) and personal factors (involvement, resilience and self-esteem) that will optimise students' academic results and in the formulation of methodologies and didactic strategies that promote the development of competences for the critical and citizenship training of young people in school education. This project is a continuation of a previous project with REF.DEP2017-83441-R "Beyond control: Consequences of promoting autonomy support for teachers and students in physical education classes", and complements others previously funded by the research team. Considering previous contributions, this proposal incorporates a new approach: to address, from the improvement of competences, the emerging risk detected of worsening of students' academic results, through an innovative training action focused on the optimisation of autonomy support in teachers and peers, and in the case of teachers, to implement instructional strategies in each of the competences to be addressed in physical education. The exchange with the Brazilian team within the scope of the Fapesp project 2022/06919-5 - Public Education Program will support the development of pedagogical practices based on the cultural curriculum. (AU)

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