Didactic planning of Physical Education in the context of the New Mexican School

Abstract

Introduction: Three years after the implementation of the 2022 Curriculum in Mexico, there is limited information on the pedagogical adaptations made to Physical Education lesson planning to integrate the principles of active learning methodologies stipulated by the New Mexican School model.

Objective: To analyze the type of planning, format, and components used by physical education teachers, as well as the obstacles they face in linking the subject's content with the guidelines of the educational reform.

Methodology: The study employed a mixed-methods approach with a concurrent method (Hernández Sampieri & Mendoza Torres, 2018) of exploratory scope. The instruments used were a structured questionnaire and a survey administered to a convenience sample of 120 physical education teachers.

Results: The most frequently used planning method among teachers is the didactic sequence (46.8%), followed by the lesson plan (36.2%) and the didactic unit (17%). 52.3% create their own planning format; however, only 29.8% modify it with some component of the curriculum, and 34.1% indicate that they do not use any active methodologies in the classroom.

Discussion: It is necessary to know the curriculum to carry out appropriate lesson planning (Valencia Moreno, 2023). Modifying the planning format is a mandatory transition to pursue educational goals (Cuevas, et al., 2023).

Conclusions: Physical education teachers' planning needs to be updated, as it has presented difficulties in incorporating the content of the reform and active methodologies because it is considered complicated and has not been properly updated.