Abstract

The assessment of competencies in the training of future physical education teachers is crucial to ensuring their preparedness and the quality of their professional performance. Various methods are available to measure these competencies, which are essential for understanding the development of specific skills in the educational field and their impact on teaching practice. This study aimed to analyze the types of instruments used to assess competencies during the training process of future physical education teachers. A systematic review of published articles was conducted, covering all available years up to the search date (August 2024) in the WoS, Scopus, SportDiscus, and ERIC databases. The review followed the PRISMA statement. Out of a total of 820 studies, 33 relevant documents were identified and classified into four categories: a) Questionnaires/Surveys; b) Rubrics; c) Observation Scales; and d) Knowledge Tests. The review highlights that although questionnaires and rubrics are commonly used, they are insufficient for evaluating competencies in physical education teacher training. This underscores the need for more dynamic tools, such as simulations, case studies, or performance-based assessments. Furthermore, combining questionnaires with methods that capture performance in real contexts enhances evaluation accuracy and provides a more comprehensive understanding of teacher development.