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La presente investigación tiene como propósito describir el discurso y la práctica docente de aula de los profesores de Educación Física en relación con el Conocimiento Didáctico del Contenido (CDC). La construcción del conocimiento didáctico y consecuentemente pedagógico se genera desde las prácticas escolares, produciéndose un aprendizaje de conocimiento articulado y situado en la relación entre teoría y práctica, que comprende aspectos didácticos, pedagógicos, disciplinares, profesionales y prácticos de la profesión docente. En este sentido, la investigación se planteó como objetivo comprender el proceso de construcción y las fuentes del conocimiento didáctico del contenido en el profesorado de Educación Física de la región del Maule – Chile. La metodología utilizada es de carácter cualitativa, toda vez que se sustenta en el paradigma interpretativo-comprensivo que busca la comprensión de fenómenos complejos. En términos de diseño, se realizaron seis entrevistas semiestructuradas a profesores de Educación Física que trabajan en la Región del Maule, Chile. El proceso de codificación, categorización e interpretación permitió concluir que poseer un conocimiento de carácter disciplinar por parte del profesor, no garantiza aprendizajes de calidad para los estudiantes que participan del aula de Educación Física, puesto que se requiere de un conocimiento pedagógico general, que permita al profesor planear, organizar y ejecutar situaciones de enseñanza-aprendizaje de calidad. Abstract. The aim of this research is to describe the discourse and the classroom teaching approach of Physical Education teachers in relation to the Didactic Content Knowledge (CDC). The construction of didactic and consequently pedagogical knowledge is generated from school practices, producing an articulated learning knowledge and located in the relationship between theory and practice, which includes didactic, pedagogical, disciplinary, professional, and practical aspects of the teaching profession. In this sense, the objective of this research was to understand the construction process and the sources of CDC in Physical Education teachers from the Maule region in Chile. The methodology used is qualitative, since it is based on the interpretive-comprehensive paradigm that seeks to understand complex phenomena. In terms of design, six semi-structured interviews were conducted with Physical Education teachers working in the Maule Region, Chile. The process of coding, categorization, and interpretation allowed us to conclude that even if teachers have disciplinary knowledge that does not guarantee quality learning for students who participate in the Physical Education classroom, since a general pedagogical knowledge is required, which allows teachers to plan, organize, and execute quality teaching-learning situations.

Una de las figuras importantes y eje central del proceso enseñanza aprendizaje, junto con el alumno, es el profesor. Por tanto, es relevante conocer y comprender cuales son los conocimientos pedagógicos y disciplinares que permiten al profesor desplegar la acción pedagógica en el área de Educación Física. El objetivo de este estudio fue crear y validar un cuestionario que permita medir el conocimiento didáctico del contenido en el área de Educación Física. Se utilizó la técnica de panel de expertos (n=15) para realizar una validación del contenido del instrumento desarrollado. Posteriormente se analizaron las propiedades psicométricas del instrumento con la participación de 203 profesores de Educación Física de la Región del Maule, Chile. Los resultados del panel de expertos indican que los ítems presentan valores de la V de Aiken superiores a .83. El análisis factorial exploratorio dio lugar a siete factores con una alpha de Cronbach de .90 para cada sub escala y de .75 para el total de la escala. Los resultados obtenidos indican que los ítems elaborados dan cuentan de los elementos constitutivos del Conocimiento Didáctico del Contenido, como conocimiento pedagógico general, conocimiento del contenido disciplinar y el conocimiento del contexto en el aula de Educación Física. Abstract. Teachers, together with pupils, are among the most important figures and central axis of the teaching-learning process. Therefore, understanding the pedagogical and disciplinary background allowing teachers to perform teaching actions in the Physical Education field is essential. The aim of this research was to create and validate a questionnaire that could measure the didactic knowledge of contents in Physical Education teachers. An experts’ panel technique was used (n=15) to carry out a validation of the applied instrument’s content. Afterwards, the instrument’s psychometric properties were analyzed in a sample of 203 Physical Education teachers in the region of Maule, Chile. The experts’ panel results indicate that the items present Aiken’s V values superior to .83. The exploratory factorial analysis suggested a seven-factor structure with a Cronbach’s Alpha of .90 for each subscale, and of .75 for the total scale. The results obtained indicate that the items elaborated in this study cover all constitutive elements of Content Didactic Knowledge, such as general pedagogical knowledge, disciplinary contents knowledge, and knowledge of Physical Education classroom context.

Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies. The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

The certification of authorship and identity of a work of art, in this case painting, raises two major problems: the first one to remove any trace of subjective interpretation of the identity characteristics of the work, both as regards personal interests and the interests of the investigation; second, reducing the work of art to a mere statistical treatment, is without spiritual value of the work and the cultural context that are crucial to the production thereof. Develop a qualitative-quantitative methodology from the work of an artist, by a quantitative analysis of its production, ... Keywords: Research; Art; Quantitative and Qualitative.

Resumen El concepto educación física, no es ni monolítico ni inamovible; por el contrario, está sujeto a cambio permanente dado su identidad de fenómeno distintivo del mundo y de la cultura contemporánea. El artículo plantea las diferentes posiciones del deporte en la edad escolar, entendido como educación y como cultura, así como las diferentes posiciones y puntos de vista que se tienen sobre él, en función de las percepciones profesionales y de los modelos didácticos. Palabras clave: Deporte escolar, Educación, Cultura, Didáctica, Educación física. Abstract The PE idea isn't a monolithic and not moving concept, as contrary is a subject of a permanent changes' situation, like a distinctive identity signal of the contemporary world and the culture. The paper bring us the different positions about the scholar sport understand like education and like culture, also the different points of view about the scholar sport, in function of the professionals perceptions' and the didactics models. Key words: Scholar sport, Education, Culture, Didactic, Physical education, PE

El objetivo principal de este estudio ha sido analizar el grado de influencia de la trayectoria académica y de algunos hábitos relacionados con el entorno escolar sobre el rendimiento académico en educación física (E.F.) en estudiantes de educación secundaria obligatoria (ESO) de la ciudad de Ba­dajoz. Una muestra total de 1197 alumnos de enseñanza secundaria obligatoria con un 49.9% hombres y un 50.1% mujeres, ha participado en el estudio. Se les pasó un cuestiona­rio autoadministrado con preguntas sobre sus principales hábitos escolares, de los cuales han sido analizadas ocho variables, además se incluyó la nota final de curso de la asignatura de E.F como variable de análisis del rendimiento académico. A través del análisis estadístico con ANOVA, U de Mann-Whitney y H de Kruskal Wallis, se observan diferencias estadísticamente significativas (pd».001) en las calificaciones en E.F. tanto en las variables que miden la trayectoria académica, como en los hábitos relacionados con el entorno escolar, entre las que destacamos: ser repetidor, ser absentista, el tiempo de lectura y el de estudio diario. Los alumnos que eran repetidores, faltaban más a clase, o se retrasaban un mayor número de veces, que leían y estudiaban menos y percibían un peor ambiente en sus clases, son los que obtenían un peor rendimiento en E.F.. Palabra clave: adolescentes, rendimiento académico, educación física, enseñanza secundaria obligatoria, Badajoz, estudio, lectura. Abstract: The main objective of this study was to analyze the degree of influence of some school habits and scholar trayectory on academic achievement in physical education (PE) students in secondary education (ESO) in the city of Badajoz. A total sample of 1197 students in compulsory secondary education 49.9% men, and 50.1% women, participated in the study. They spent a questionnaire filled out by the river questions about major school habits, of which eight variables were analyzed also included the final course in the subject of EF as a variable for analysis of academic performance. Through statistical analysis with ANOVA, Mann-Whitney U, and Kruskal Wallis H, there are significant differences in PE scores in all variables analyzed (p d».001), among which being repetitive, being truant, the time to read and study daily. In the variable environment perceived in class, there is a degree of significance (p d».05). Pupils who were repeaters, missing more classes or were delayed more times than read and studied less and earned a worse environment in their classes, are those who obtained poorer performance on EF. Key words: teenagers, academic achievement, physical education, compulsory secondary education, Badajoz, study, reading.