Abstract

Pedagogical and disciplinary aspects of physical education teacher training are essential due to their implications for future school practices in Chile. This study evaluates the attitudes of physical education pre-service teachers based on their beliefs regarding learning planning, formative assessment, and motricity and its manifestations. The study employed a descriptive, inferential, and cross-sectional methodological approach. A total of 750 students from 13 Chilean universities participated in the study, of whom 619 were analyzed: 54.6% (338 men) and 45.4% (281 women), aged between 21 and 25 years. An ad hoc instrument, the"Questionnaire on Conceptual, Procedural, and Attitudinal Learning in Physical Education Teachers in Initial Training" (CACPA-FIDEF) developed as part of the Fondecyt project No. 11190537. The main results reveal statistically significant differences only in the motricity domain and its manifestations, particularly among pre-service teachers aged between 21 and 23 years, with specific results of the ANOVA results f = 2.294 p < 0,05. In conclusion, teacher trainees demonstrated a high valuation of all three domains, emphasizing their relevance to class context (planning), personal capacities, the assessment process (formative assessment) and the health and cognitive development of students (motricity).