Teachers' perceptions on physical education in italian school: a mixed methods approach

After a long legislative process, the educational offer of physical and sports education in Italian primary schools will be able to make use of the specialized physical education teacher as of this school year (Low n. 234/2021). With the aim of understanding the state of the art of the quality of physical education teaching (UNESCO, 2015), highlighting training needs and perceived strengths and weaknesses, an exploratory survey was conducted with a mixed methods approach. Through the administration of a specially constructed semi-structured questionnaire, a sample of 691 participants in the support teacher course took part in the research, 59% of whom are currently employed teachers. Some of the results show that PE is for 69% of the sample an extremely (69%) and for 30% a very important vehicle for promoting biopsychosocial well-being and an active lifestyle. The discipline is considered to be extremely (56%) and very (41%) important for promoting the development of life skills and for 56% and 41% respectively extremely and very important for promoting the acquisition of life skills; for 68% and 30% extremely and very important for promoting healthy lifestyles. Whereas for only 34% PE is an extremely important tool for promoting learning and memorizing other subject content (51% very and 14% moderately important). The same applies to the acquisition/development of key competences for lifelong learning where only 36% consider it extremely important and 49% and 14% very and moderately important respectively. With regard to the possibility of improving the quality of teaching, 69% and 28% respectively consider it extremely and very important to have adequate spaces and facilities; 45% and 47% of the sample consider economic resources to be allocated to extracurricular projects to be extremely and very important; finally, 59% and 31% indicated the presence of a teacher with a degree in motor sciences as extremely and very important. In addition to the quantitative analysis of the data, the contents of the open answers in the questionnaire were analyzed starting from two general theoretical categories generated by the questions themselves, namely: Critical points and Strong points of inclusive teaching in PE in schools. The didactic and organizational scenario of PE in primary schools needs a change that can enhance corporeity in its multiple expressions as a personal right and a cognitive learning tool. It is necessary to take note of the balance that emerged from the survey, which highlights the need for a review of the curriculum and a strong investment in terms of organization, structure and human resources.