2026-06-19T17:21:04Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/111942026-01-12T07:56:27Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

00925njm 22002777a 4500 dc Hortigüela Alcalá, David author Manzano Sánchez, David author Hernando Garijo, Alejandra author Álvarez-Sánchez, José Luis author 2025-09 The aim of this research is to analyse the perception of Physical Education (PE) teachers on the influence of Teaching Personal and Social Responsibility (TPSR) in the generation of social justice and the practice of healthy physical activity. Semi-structured interviews in thirteen PE teachers were used as a data collection technique. The data generated were structured into three categories of analysis: (1) Potential of TPSR in PE; (2) Connection between TPSR and social justice; (3) Connection between TPSR and health. The results showed how PE teachers understand TPSR model suitable to apply in PE classes, as it allows for teaching diverse content. Furthermore, they highlight the importance of linking health and physical activity approaches through the promotion of an optimal social climate that fosters inclusion. This awareness and commitment to social justice through PE classes, while recognising structural limitations, offers a perspective of great importance for the future of TPSR. Unlike most studies that assess TPSR’s impact from the students’ perspective, this research contributes to the field by exploring teachers’ views and experiences, providing valuable insights into pedagogical, social, and health implications of sustained TPSR model implementation in schools. 2574-2981 https://hdl.handle.net/10259/11194 10.1080/25742981.2025.2556273 2574-299X Personal and social responsibility Equity Physical education Inclusion Health How do teachers understand TPSR to promote social justice and health? Teaching experiences in Spanish public schools