Tensiones sobre la motricidad en la formación inicial docente en Educación Física: perspectiva del estudiantado

Introduction: Initial teacher training continues to face challenges that hinder the pedagogical transfer of motricity to real-life contexts. Objective: To explore the perceptions of physical education students regarding the pedagogical guidance they have received on human motricity. Methodology: Qualitative research with a phenomenological design was conducted, using structured interviews with twenty-two students at a Chilean university. The analysis was based on open and axial coding, with the support of Atlas. Ti 7.5 software. Results: The results showed insecurity and difficulties in applying content in real contexts, attributable to methodologies focused on technical aspects, a lack of situational training experiences, marked tensions between theory and practice, and a fragmented approach to motricity. Conclusion: It was concluded that rethinking initial teacher training from a critical and integrative perspective of motricity would favor the construction of reflective teaching competencies consistent with contemporary challenges. The limitation of the work lay in the local nature of the study, which prevents its findings from being generalized, although it provides a situated view of the training reality of the students at that university.