Physical Education and its contribution to Agenda 2030: a systematic review

Abstract

The United Nations (UN) is an institution to seeks world peace and development of all countries through dialogue and cooperation of all Member States. In the 2000s, the Member States outlined eight goals, which were expanded in 2015 to 17 SDGs (Sustainable Development Goals). The SDGs of the 2030 Agenda continue with the same purpose of improving the destiny of humanity. The UN understands that sport is a powerful instrument in overcoming social vulnerabilities. Therefore, School Physical Education has the role of expanding the motor repertoire of its students so that they enjoy body practices and become adults with healthy habits. This systematic review uses the Pubmed, Scielo, ERIC and Science Direct online collections. The question of the present study was, “How has school Physical Education contributed to sustainable development?. Three articles were included in this review. All included studies address the school's physical space in a sustainable way, relating it to the practice of physical activity. The Physical Education teacher does not participate significantly but as a secondary assistant in promoting the students' health. Despite all the mentions of sustainable development, only one paper discusses SDGs, 3 and 11. The other two articles do not explicitly state which SDG physical education is related to. With this, it was concluded that few works in the literature address physical education and the 2030 agenda. The studies were related to the school environment and no study directly cited the Sustainable Development Goals. In this way, future research should be invested in dealing with the contributions of the Physical Education curricular component to the 17 sustainable development goals. Keywords: Physical Education; School; Agenda 2030; Sustainable development.