En esta investigación el objectivo es observar la situación de la Educación Física (EF) como disciplina mediante una indagación basada en la experiencia y los conocimientos de los profesionales en activo. Se aplica un cuestionario ad hoc a 36 profesionales en activo (maestros especialistas en EF) que participan en el prácticum de la mención del alumnado de 4º curso del grado de maestro/a de Primaria para que manifiesten los problemas reales de enseñanza, así como la importancia y el impacto social que tiene la EF como materia educativa. Se pretende también compartir diferentes puntos de vista de los profesionales para hacer propuestas para mejorar la formación de los profesionales de EF. Como conclusiones del estudio, se observa que la mayoría optan por la motivación como factor y condición que promueve el éxito de la EF como materia curricular y creen que se debería potenciar el trabajo cooperativo. Las características más valoradas de los profesores y profesoras de EF son: saber trabajar en equipo EF y la utilización de proyectos de innovación educativa, flexibles y adaptados al contexto, lo que supone un aprendizaje significativo. Los profesionales consideran que se debe potenciar la motricidad aplicando metodologías activas, dinámicas y reflexivas y dan mucha importancia al aprendizaje continuo. Por tanto, se proponen cursos de formación y la realización de intercambios de experiencias.Abstract. The present study holds the objective to observe the current state of Physical Education (PE) as a discipline through research based on the experience and the knowledge of active professionals. An ad-hoc questionnaire was completed by 36 active professionals (specialist teachers in PE) who participate in the practicum of majors of PE in the 4th year of Primary Education Bachelor. The instrument intends to bring to light the real problems of teaching, as well as the importance and the social impact that PE has as an educational subject. It also aims to share different points of view of active professionals and make proposals to improve the training of PE professionals. As conclusions of the study, most consider motivation as a factor and condition to promote the success of PE as a curricular subject and believe that cooperative work should be encouraged. The most valued characteristics of PE teachers are: knowing how to work as a PE team and the use of educational innovation projects that are flexible and adapt to the context, resulting in significant learning. Professionals consider that motor skills should be enhanced by applying active, dynamic and reflective methodologies and give great importance to ongoing learning. Therefore, proposals include training courses and exchanges of experiences.

<p>This study defines a process for co-creating educational materials (Co-CreHAs) which aims to improve the motivation of high-ability students, where not only do the students themselves participate, but so too their teachers and family. From the process defined here, a software platform, (also called Co-CreHAs), has been developed. This platform includes AdaptHAs; the adaptation model that considers the numerous variables for these students. To develop Co-CreHAs, a case study implementing five experiences was carried out using Design-Based Research (DBR) methodology. The results of the MSLQ-44 test (Motivated Strategies for Learning Questionnaire) showed that the self-efficacy, self-regulation, use of cognitive strategies and intrinsic value aspects of motivation improved throughout the experiences. It was observed that Co-CreHAs and the use of AdaptHAs helped high ability students focus on co-creating and group work since “assessment anxiety” diminished as the students went through the experiences. The results obtained allow us to see that co-creating educational materials that are adapted to the needs of high ability students helps them improve their overall motivation in the learning process.</p>

La presente investigación transversal pretende conocer cómo evoluciona la percepción del estudiantado de la mención de Educación Física respecto a la importancia y grado en que se han trabajado las competencias genéricas (instrumentales, interpersonales y sistémicas) en los Grados de Maestro en la Universidad de Girona a lo largo de los diferentes cursos.  A partir del Proyecto Tuning, se elaboró un cuestionario adhoc que fue contestado por 159 estudiantes. Los resultados muestran que la valoración del grado en que se trabajan está alrededor de unos 2 puntos por debajo de la importancia otorgada (en una escala de 0 a 10). Se observa que el grado de importancia aumenta de 1º a 2º curso y que a partir de 2º (en las competencias interpersonales) o de 3º (en las instrumentales y sistémicas) sufre un ligero retroceso situándose en mínimos en 5º. En cambio, el grado en que se trabajan obtiene su máxima puntuación en 5º curso que es cuando el estudiantado realiza más horas de prácticas. Como conclusión se extrae que se debería incidir más en la formación inicial del profesorado en el desarrollo de las competencias genéricas para poder atender a la escuela actual que necesita de nuevos aprendizajes y paradigmas educativos desde la globalidad y la transversalidad. Palabras Claves: Educación Física; Competencias genéricas; Grado de Maestro; estudio transversal; Proyecto Tuning; Formación inicial. Abstract. This cross-sectional research aims to determine the student’s perception of the importance and degree to which the generic competencies (instrumental, interpersonal and systemic) of the mention of Physical Education have been worked on in the Master's Degrees at the University of Girona throughout the different courses. Based on the Tuning Project, an adhoc questionnaire was prepared and answered by 159 students. The results show that the evaluation of the degree to which they are worked on is around 2 points below the importance given (on a scale of 0 to 10). It is observed that the degree of importance increases from 1st to 2nd year. Instead, from 2nd year (in interpersonal competencies) and 3rd year (in instrumental and systemic competencies) there is a slight decline, reaching its minimum in 5th year. In another way, the degree in which the generic competencies are worked gets its maximum score in 5th year, which is when the students do more practice hours. As a conclusion, it is extracted that more emphasis should be placed on the initial training of teachers in the development of generic skills in order to attend to the current school that needs new learning and educational paradigms from globality and transversality. Keywords: Physical Education; Generic Competencies; Master's Degrees; cross-sectional research; Tuning Project, Initial training.