Abstract
This research aims at describing and categorizing the discourse of Physical Education teachers with regard to Pedagogical Content Knowledge (PCK) in the Physical Education classroom and, on the other hand, to reveal the subjective understandings with which teachers structure and organize their didactic strategies to promote student learning. In methodological terms, the study is qualitative in nature, since teachers' discourse is interpreted on the basis of grounded theory, that is to say, processing is based on deconstruction of data, constant comparison and reconstruction of data. From the process of coding and categorization, the main primary categories emerge: knowledge and learning, knowledge of the curriculum in Physical Education and knowledge of teaching strategies, an issue that allows us to understand how teachers understand and deploy learning in the area.
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