Purpose Of Physical Education Research Articles

PHYSICAL ACTIVITIES OF SOUTH KALIMANTAN PRIMARY SCHOOL STUDENTS OUTSIDE SCHOOL HOURS

The aim of physical education is to develop physical abilities. Good physical abilities have an impact on students' ability to think and concentrate on learning. Children aged 5 to 17 years are recommended to do physical activity with a duration of 60 minutes in the moderate to vigorous intensity category. Physical activity done more than 60 minutes a day can provide body health. Learning PE at school, all the time available for learning is not fully used effectively so that to gain physical fitness students must spend time doing physical activities outside of learning hours. The aim of this research is to determine the physical activity carried out by students outside school hours. The sample for this research was 174 students in elementary schools throughout South Kalimantan. This research uses quantitative descriptive research methods. The technique used in taking samples is purposive sampling. The instrument used to obtain research data was the IPAQ questionnaire. The research results showed that physical activity carried out by students with heavy activities was mostly carried out for 3 days with a percentage of 28%, the time range used was 60-90 minutes a day. Students who do moderate activities mostly do it for 2 days with a percentage of 24%, the time span used is less than 60 minutes a day. Students' walking activities are mostly carried out for 7 days with a percentage of 61%, the time range used is 60-90 minutes a day. Students do most of the sitting activities for 7 days with a percentage of 59%, the time range used is 60-90 minutes a day. Elementary school students do a lot of physical activity in the moderate category with a range of 600 – 6000 MET-minutes/week as much as 51.72%.

Exploring students experiences of secondary school Physical Education in England

ABSTRACT Background: There are many diverging views regarding the role and purpose of Physical Education (PE) in secondary schools within the UK. However, very few studies have explored PE processes through the eyes of young people. Adolescence represents a critical time period when physical activity (PA) behaviour patterns are often established. Student disengagement in PE is therefore a concern, as PE has the potential to play an important role in influencing adolescents to develop lifelong PA habits. Secondary school PE is compulsory in the UK until the age of 16, therefore PE teachers have a captive audience who they can influence positively or negatively. Understanding of students’ experiences and perceptions of PE could help inform future PE provision. Purpose: The purpose of this study was to explore students’ perceptions of PE throughout secondary school (age 11–16) in England, UK. This study aims to explore students’ views concerning changes and continuities from Key Stage (KS3) (age 11–14) to KS4 (age 14–16). We are also interested in the meanings that students attach to their PE experiences, identifying the social structures and processes that shape these meanings. Methods: Using a social constructionist framework, semi-structured interviews were conducted at eight secondary schools across Yorkshire, England. A convenience sample of eligible schools was used to recruit the study participants. Two participants aged 15–16 (Year 11, KS4) were interviewed at each school (N = 16). Inductive and deductive thematic analysis informed by self-determination theory guided the analysis. Thematic analysis comprised three second-order themes which were generated by ten first-order themes drawing students’ experiences of PE. Results: Perceptions of PE throughout KS3 (age 11–14) were perceived as unfavourable, owing to too much structure and social comparisons. However, perceptions of KS4 (age 14–16) PE lessons were positive, with students enjoying increased choice, less structure, and an opportunity to relieve the stress and pressure of school life. Students identified the role of the teacher to be significant in enhancing student experience throughout secondary school. However, students acknowledged that the student–teacher relationship changed across secondary school, suggesting a need for numerous pedagogical approaches to be adopted through secondary school PE. In addition, PE is recognised by some students as an opportunity to improve their wellbeing, advocating the need for PE teachers to consider employing more holistic outcomes within PE lessons. Conclusions: The findings of this study suggest that there is a noticeable difference between students’ experiences of PE at KS3 (age 11–14) compared to KS4 (age 14–16), questioning if the KS3 curriculum is conducive to support student engagement in PE. The results also indicate that PE teachers could widen the learning of PE beyond the physical domain and incorporate a more holistic approach when planning and delivering PE lessons. The long-term implications of engaging more students in PE is that we may inspire more adolescents to remain physically active into adulthood, and to live healthier, more active lives.

Analysis of physical education in MAS Istiqomah Sri Gunting (perspective of Islamic education philosophy)

This study aims to analyze physical education conducted at MAS Istiqomah Sri Gunting based on the perspective of Islamic education philosophy. This research is qualitative research with a phenomenological approach, and the tools used as data collectors are observations, interviews, document studies, and data analysis techniques through data collection steps, data reduction, data presentation, conclusion: Withdrawal/Verification, and validity testing. The results showed that the purpose of physical education at MAS Istiqomah Sri Gunting had not been based on the philosophy of Islamic education because it has not entirely followed health rules in dressing, following health rules about housing, maintaining hygiene, treating diseases, getting used to exercising and regulating eating and drinking patterns. The purpose of physical education is carried out based on the objectives of the educational curriculum used today as recommended by the government. This is reinforced by the absence of learning materials or actions that lead to the habits advocated through the Qur'an and hadith, as well as the opinions of scholars. As the hadith recommended, there were no student learning activities in archery, horse riding, or swimming. So it can be concluded, based on the analysis of the philosophy of Islamic education physical education conducted at MAS Istiqomah Sri Gunting, the objectives and implementation cannot be said to be sourced from the Quran, hadith, and the opinions of scholars as the source of Islamic educational philosophy.

INNOVATIVE TECHNOLOGIES IN PHYSICAL EDUCATION AND SPORTS CLASSES AT A UNIVERSITY OF TRADITIONAL ARTS AND CRAFTS

The article discusses the relevance of using innovative technologies in physical education and sports at a university of traditional arts and crafts. The purpose of physical education is the formation of physical culture of students. One of the most important problems is the effective choice of means, methods and technologies of physical education, helping to increase not only the interest of students in physical culture and sports, but also the level of their physical condition. The application of the fitness technology using a set 120 Научное мнение № 4 (2023) of physical exercises of fitball gymnastics in teaching the “Physical Culture and Sport” disciplines (modules) at a university of traditional arts and crafts contributes to solving this problem.

Sport Pedagogy Research and Its Contribution to the Rediscovery of Joyful Participation in Physical Education

This paper begins with the premise that the purpose of physical education is to help young people grow personal and durable playgrounds. That is, its goal is to allow students in schools to develop the skills and understandings about various movement topics to the extent that they can engage with these in deep and meaningful ways long after their lessons in the gymnasium have concluded. The paper presents a schematic that links how a physical education curriculum should be framed with the necessary ingredients of high-quality teaching to allow for successful forays into various movement cultures. The next section includes a justification of the schema using the very best of research in sport pedagogy that has been translated into school physical education settings. Two specific grand adventures that are the vehicles for creating enduring playgrounds are presented, these being sport education and student-designed games.

Understanding Teachers of PJOK Towards Physical Education and Authentic Assessment of Elementary School in Kotabumi

Physical education, sports and health (Physical Education) is a subject in which students are given the opportunity to learn through systematic physical, sport and health activities. Physical education learning achievement carried out in elementary schools can be influenced by several supporting factors, one of which is determined by the ability of PJOK teachers in teaching and assessing students' abilities. Authentic assessment is an assessment that is measured significantly from student learning outcomes in the realm of attitudes, knowledge and skills. The purpose of this study was to determine the understanding of PJOK teachers about physical education and authentic assessment in the city of Kotabumi, North Lampung. This type of research uses quantitative descriptive with the number of respondents as many as 30PJOK teachers who are members of the KKG in Kotabumi. The data collection was carried out in January-May 2021 via google form. The calculation of the data is done by categorizing the data into categories of very understanding, understanding, not understanding, and very not understanding. The results obtained are the understanding of physical education teachers about physical education and sports by 43% very understanding and 57% understanding and understanding of physical education teachers about the purpose of physical education and sports by 37% not understanding. PJOK teachers' understanding of the application of authentic assessment is that 53% understand the knowledge aspect, 70% understand the attitude aspect and 45% do not understand the skill aspect. Conclusion: PJOK teachers' understanding of the implementation and objectives of physical education learning is in a good category. PJOK Elementary School teachers' understanding of authentic assessment is in the good category. However, in understanding the application of the three aspects of authentic assessment, it has not been maximized, because PJOK teachers are still carried away with the conventional assessment system.

Construction of the Evaluation Index System of Physical Education Teaching in Colleges and Universities Based on Scientific Knowledge Graph

The purpose of physical education (PE) teaching in general institutions of higher education is to enhance students’ fitness and mental quality, which in turn improves students’ physiological ability and sports skills and finally enables students to develop healthy lifestyle. The conventional assessment of students’ PE instruction only focuses on the evaluation of their body condition and sports skills, ignoring the cultivation of their mental and physical development and healthy living habits and evaluating students with a relatively single evaluation standard, lacking the cultivation of “teaching to suit the individual.” At present, the evaluation method of instructional quality of PE teachers in China’s institutions of higher education is relatively single and dominated by qualitative methods, which cannot be applied to instructional innovation. The evaluation of physical education teaching quality plays an important role in building a complete and effective teaching process, which plays an important role in judging whether the formulation of physical education teaching objectives and principles is reasonable, and the evaluation of students’ learning behavior and learning effect. This article takes the relevant theory of scientific knowledge graph as the guiding idea, based on the current situation of PE teaching assessment in institutions of higher education, and employs experimental research methods to conduct empirical studies on 10 universities in Jilin Province. The empirical findings suggest that students’ satisfaction with the new evaluation method is 83.68 points on average, and the accuracy rate is 84.54 points on average; teachers’ satisfaction with the new evaluation method is 86.12 points on average, and the accuracy rate is 88.4 points on average.

Physical education as a factor in the healthcare of students in distance learning. The article considers the issue of physical education of students in the conditions of distance learning, which is due to the introduction of quarantine measures caused by

It is believed that the task of physical education in the new realities of distance education is the need to ensure students understand the threats of lack of physical activity, as well as help by all possible means to compensate for its lack in the daily routine. The question of ways to ensure the effectiveness of physical education of students in distance learning has been studied. It is determined that the purpose of physical education in distance learning is to form an idea of using all possible forms of physical education, adapted to today's realities to ensure compliance with the regime of physical activity, as much as possible with quarantine security measures. It is established that the organization of effective distance learning, and adaptation of the educational process of physical education to the requirements of today is to ensure physical development by increasing the physical activity of student youth. The leading task of physical education in distance learning is defined as the opportunity to demonstrate that by staying at home you can stay active, lead a healthy lifestyle, engage in physical self-development, and understand that there is no quarantine for physical activity. It was found that the content of physical education in distance learning should be formed to ensure the strengthening of healthcare and hardening of the body of students. The pedagogical conditions which promote maintenance of efficiency of physical training of students in the conditions of distance learning are allocated. Such conditions are presented as a result of purposeful selection, construction, and application of elements of content, methods (techniques), as well as organizational forms of physical education to achieve a certain goal, motivation, and incentive for effective healthcare of students. As a result, it was determined that distance learning requires radical changes and modernization of approaches to the organization of physical education of students to ensure the effectiveness of its goals.

Versatility and pedagogical models in physical education

ABSTRACT Background: In this paper, we contribute to the discussion of models-based practice (MbP) in physical education (PE). While versatility is a global ideal for PE, the common pedagogical approach to PE has been criticized for being biased towards activity-based instruction and mastering discipline-specific skills. To address this problem, Kirk, Metzler, and Haerens et al. suggest PE based on pedagogical models (a MbP) to meet the ideal of versatility for PE. However, a MbP does not automatically fulfil the versatile ideal of PE, and it is thus important that a MbP is embedded in and informed by broader theoretical perspectives on PE’s educational purpose. In this paper, we will broaden the perspective on the ideal of versatility by including the purpose of PE, and the discussion of the purpose of PE draws on Gert Biesta’s perspective on education and its purpose as qualification, socialization and subjectification. Purpose: The purpose of the paper is to investigate how Biesta’s three educational domains of qualification, socialization and subjectification can qualify a versatile MbP in PE. Method: To examine how we can understand versatility as an ideal for PE, the paper presents Biesta’s perspective on education and how we can apply this understanding to craft a MbP in PE (Biesta 2013; Friesen 2020). Findings: Drawing on Biesta’s (2020) perspective on education, we argue that a versatile MbP in PE should account for all three domains of the educational purpose: qualification, socialization and subjectification. Even though the three domains are inseparable in practice, the crux of any pedagogical model will tend to focus more explicitly on one domain of the educational purpose over the others. From the perspective of education as a human science pedagogy, the present paper offers some theoretical reflections on the purpose of PE and makes a case for a MbP using three pedagogical models: Direct Instruction (Metzler 2017), Sport Education (Kirk 2013; Siedentop 1994) and Movement literacy (Standal 2015). Conclusion: Using Biesta’s (2020, 2022) three educational domains of the educational purpose, this paper offers some theoretical reflections that can qualify a versatile MbP in PE from the perspective of education as a human science pedagogy.

Educational Objectives for Children in The Qur'an (The Study of Thematic Interpretation)

Goal setting is a plan that must be set from the start, otherwise life will be directionless just going with the flow of life. A goal is defined as a direction or goal. Education is an effort that is planned as a human provision in the future. So the purpose of education is important as a predetermined target to go through the educational path so that it will be useful for him later. This study aims to analyze the purpose of education for children in the Qur'an based on the thematic interpretation approach. The results of this study describe that the purpose of Islamic education itself means efforts to obtain results which in the end the goal is to worship only Allah SWT as the main foundation of Islam. The purpose of education is divided into four dimensions, namely the purpose of physical education in the form of physical strength that must be possessed by every individual as a caliph on earth. The purpose of spiritual education is that all human efforts have the ultimate goal of increasing faith in the Creator. The purpose of mind education which means the search for truth in the Qur'an with several stages, namely scientific, empirical, and philosophical. The purpose of social education, which means that the education taken can be useful in all aspects of life, especially for children from elementary age.

Examining high school student perceptions of physical education

The current case study was designed to seek out incoming high school students’ perceptions of physical education (PE) and how students felt former PE teachers influenced their perceptions. The study was conducted at a high school in the United States and included semi-structured focus group interviews of 25 students. The results indicated that students have a mix of positive and negative perceptions of PE and reported that the purpose of PE was to participate in physical activity (PA) and learn how to live a healthy lifestyle through fun and meaningful experiences (theme 1). A fun and meaningful PE experience included learning how to live a healthy lifestyle, experiencing success in a variety of physical activities, and engaging socially with other peers (theme 2). The majority of students stated that their teachers controlled the factors that influenced their level of enjoyment in PE (theme 3). Students recognized that these activities and their teachers’ actions influenced their interpretations of their PA experiences in PE. Students reported that these perceptions could influence their future participation in PA. Based on the results of the study, PE has the potential to provide students with positive experiences with PA that encourage individual competence over social comparison. This, combined with meaningful content that is based on PE standards and students’ personal interests, can help to develop positive student perceptions of PE and increase students’ participation in PA.

STUDY OF TEACHERS' OPINION ON THE STATE OF THE SUBJECT PHYSICAL EDUCATION AND SPORTS IN THE BULGARIAN SCHOOL

The purpose of Physical Education is to create conditions for continuous improvement, preservation, and control of the physical development and functional capabilities of students. The learning process in the subject „Physical Education and Sports” has the privilege and responsibility to play a decisive role in maintaining and strengthening the health of adolescents. The present study aims to examine the opinion of teachers in subjects other than the discipline „Physical Education and Sports” on its state and the ways to be improved in Bulgarian schools. The survey method was used for the research’s purposes. The specially closed questionnaire, consisting of 12 questions, was compiled under the nature of the study. The survey was conducted in September and October 2021. The subject of the survey was 30 teachers from several schools in Sofia. The obtained results were analyzed and presented based on the analysis of frequencies (f) and percentages (%).

A three-legged stool: Teachers’ views of Junior Cycle Physical Education curriculum change

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or ‘three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers’ core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the ‘three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile.

Perceived teaching efficacy and coeducational vs. single-sex grouping in physical education teachers

ABSTRACT In many countries, sex equality is an essential aim of physical education (PE) curricula, while the PE grouping practices are widely hetero-normative. As far as there is a discrepancy between the curricula and practice, equality will not fully take place. This study examined the associations between PE teachers’ perceived teaching efficacy (student engagement, instruction, class management) and preferences for single-sex (i.e. juridical sex) vs. coeducational grouping in PE. The analysis, based on a cross-sectional online survey of 175 Finnish PE teachers, showed that higher perceived class management was associated with the stronger preferences for single-sex PE. Associations of teacher’s age and teaching experience with the preferences for coeducational vs. single-sex PE showed considerable heterogeneity. PE teachers’ teaching efficacy, especially in class management, for teaching diverse groupings of students could be improved through in-service teacher training in accordance with the national curriculum.

Research of the problem of involvement of technical university students in the process of physical education: students' opinions

Introduction. The study of the problem of students' involvement in physical education is important in the research environment of universities. Modern students, studying for 8 hours a day at the university, are also forced to do homework, carry out scientific work, and it is physical culture and sports that are one of the most important factors for maintaining and promoting health. The purpose of this study is to identify the interest of students of the research university in physical education classes in the aspect of sociological analysis. Materials and methods. Students from the 1st to the 4th year of full-time study (150 people) of the Stupino branch of the Moscow Aviation Institute (National Research University) took part in an anonymous sociological survey by filling out Google forms. Results. The analysis of the results of the survey of students showed that the level of involvement in physical education is not fully formed (only 48,7% regularly attend physical education classes, 40,7% attend from time to time and almost 10,6% do not attend at all). Students do not have enough internal attitudes to realize the importance of physical culture classes. Nevertheless, 73,3% show interest in physical education, noting that they do it to improve general physical qualities. Conclusion. Physical education at the university is carried out throughout the entire period of study and is implemented in various forms that are interrelated, complement each other and represent a single process of physical education of students. The purpose of physical education at the university is the formation of physical culture of students as a systemic quality of personality, an integral component of the general culture of future specialists who are able to implement it in educational, social and professional activities and the family.

INFLUENCE OF PHYSICAL EXERCISES ON THE DEVELOPMENT OF MORPHOFUNCTIONAL INDICES OF STUDENT YOUTH

The article reveals the influence of physical exercises on the development of morpho-functional indicators of student youth. It was found that in students who regularly exercise, physical development indicators are within normal limits. In addition, exercise improves the psychological state of those who engage, increases motivation for physical education, improves well-being.
 The modern focus on the creative assimilation of physical culture by the future specialist requires an orderly system of effectiveness on his intellectual, emotional, volitional and practical activities. This allows us to talk about physical education as an important way of forming a personality, citizen and future specialist, purposeful pedagogical process of involving student youth in the values of national physical culture. The purpose of physical education in higher education - the formation of physical culture of personality, creation conditions for general and professional training of students and increase on this basis of intellectual, creative and cultural wealth of the state. Achieving this goal involves the formation of the necessary motivational core of physical education and self-education, systematic physical culture and sports activities and development of physical abilities.
 It is known that movements are the final expression of almost all processes occurring in the body. Unmet need for muscle activity has negative consequences for the functional state of the body and physical performance. Systematic physical exercises for a long period of time naturally lead to specific changes in the physical development of students. At the same time, the data of physical development studies become especially important when they are associated with indicators of the functional state of the organism, its efficiency and preparedness.

Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education

ABSTRACT Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers’ bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin’s concept of speech genres, and Wertsch’s concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an ‘athletic-looking teacher as healthy role model’ speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers’ bodies and pedagogies.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

Tracking Physical Literacy in Aotearoa New Zealand: concerns of narrowed curriculum and colonisation

ABSTRACT The concept of physical literacy (PL) has increasingly drawn global interest from practitioners, academics and policymakers within the fields of sport, health and physical education. Its value and appeal appear to lie in its potential to help refocus attention on the importance of human physicality and movement in enabling individuals to flourish and lead fulfilling lives Whitehead, M. (Ed.). (2010). Physical literacy: Through the life-course. International studies in physical education and youth sport. Routledge. In this sense, it overlaps with the aims of physical education (PE) and has increasingly been seen as having an influence on future curriculum development in many Western countries. In our view, there is a need to critically question this influence, particularly in the sense that the concept is not just redefining the nomenclature of the subject area; but also its nature, focus and outcomes. This need to critically question has also become more prevalent as neoliberal technocratic agendas have pushed for clearer measures of the impact associated with government expenditure, increased individual responsibility for health outcomes and the subsequent development of measurement tools and standards. The concern here, particularly for a country like Aotearoa New Zealand, is that the current curriculum risks becoming colonised by a concept, that fails to adequately address its national values, cultural identity and broad educative aspirations.

Propósitos de la Educación Física en Educación Secundaria: revisión bibliográfica (Purposes of Physical Education in Secondary Education: a bibliographic review)


 El principal objetivo de este trabajo fue llevar a cabo una revisión de la literatura para conocer cuáles son los objetivos y finalidades de la asignatura de Educación Física (EF) en el currículo escolar de Educación Secundaria. Se llevó a cabo una revisión sistemática a través del proceso PRISMA desde el año 2014 hasta mayo del 2020 (inclusive) en las bases de datos Web of Science, Scopus, ERIC y SPORTDiscus, empleando los términos “physical education”, “purpose OR role” y “high school”. Se seleccionaron un total de 38 artículos que cumplen todos los requisitos requeridos para su inclusión. Los artículos para la revisión fueron seleccionados bajo los criterios: (a) escritos en español, inglés o portugués; (b) publicados en una peer-reviewed journal; (c) que incluyesen como participantes a alumnado entre 12 y 16 años, profesorado o progenitores. Los resultados mostraron que en la mayoría de los estudios el principal objetivo de la EF era la categoría referida a la promoción de estilos de vida saludable (20); también se encontraron un buen número de estudios relacionados con la promoción del gusto por las actividades físicas (10) y del aprendizaje relacionado con la salud y el deporte (9). Las categorías con menos presencia fueron la promoción de la aptitud física (5), fines educativos generales (5) y promover la catarsis (3). La aplicación de los conocimientos actuales en la formación inicial y continua de los docentes, además de los currículos educativos, permitiría alinear la práctica con los modelos ecológicos que promueven estilos de vida saludables y activos. 
 Abstract. This paper aimed to carry out a literature review about the objectives and purposes of physical education (PE) in the school curricula of secondary educationIt was conducted a systematic review process using the PRISMA protocol from 2014 to May 2020 (included) in the databases Web of Science, Scopus, ERIC and SPORTDiscus, using the terms “physical education”, “purpose OR role” and “high school”. As a result, a total of 38 items were selected that met all the requirements for inclusion. The articles for the review were selected under the criteria: (a) written in Spanish, English, or Portuguese (b) published in a peer-reviewed journal (c) to include students between 12 and 16 years old, teachers or parents as participants. The results showed how most of the studies propose the category referred to the promotion of healthy lifestyles as the main objective of PE (20); there were also several studies related to the promotion of the like for physical activities (10) and promotion of health and sport-related learning (9). as well as the integral formation of the individual through PE, inside the general education aims category. The categories with less presence were the promotion of physical fitness (5), the general education aims (5) and category of promoting catharsis (3). The application of current knowledge in the initial and in-service training of teachers, in addition to educational curricula, would make it possible to align practice with ecological models that promote healthy and active lifestyles.