Abstract

Traditionally, the training of physical education (PE) teachers in Chile has been based on hygienist models, under a biometric paradigm. Because of Chile’s needs and the social changes it is experiencing, reflective models are encouraged for professional practice in Physical Education teacher training. The Universidad Católica del Maule (UCM) uses a model based on professional competences in PE teacher education. Possible fields of development are ascertained, identifying the minimum articulated knowledge transversally and making vertical adjustments by using the different semiannual and horizontal modules throughout the entire training process.