Competency-based approach in Moroccan lower-secondary Physical Education: pedagogical relevance and structural constraints
DOI:
https://doi.org/10.47197/retos.v75.117862Keywords:
Physical Education, competency-based approach, fundamental motor skills, primary pe, teacher trainingAbstract
Introduction: this cross-sectional study examines the implementation of the competency-based approach (CBA) in lower-secondary physical education (PE) in morocco and identifies the structural factors that limit its effectiveness in everyday teaching conditions.
Objective: two hypotheses were tested: the association between training indicators and perceived relevance, and the association between students’ initial motor level and reported difficulties.
Methodology: a questionnaire administered to 131 PE teachers from six regional academies assessed perceived relevance of the CBA, training received, students’ initial motor skills, and reported teaching difficulties, complemented by two open-ended questions.
Results: both hypotheses were supported. Teachers who reported sufficient training were more likely to judge the CBA as relevant (ρ ≈ .36, p < .001), while higher perceived initial motor skills were associated with fewer difficulties (ρ = −.41, p < .001). Open-ended responses highlight three recurring issues: insufficient motor foundations at entry into lower secondary school, a mismatch between curricular prescriptions and actual teaching conditions, and the need to adapt targeted competencies to heterogeneous student profiles.
Discussion: the patterns observed confirmed the central role of motor foundations, showed convergence between questionnaire and open responses, and highlighted that contextualised training and differentiated progression were key levers for implementing the competency-based approach under real classroom constraints.
Conclusions: there is a gap between ambitious curricula and weak motor foundations; rebuilding these foundations and supporting teachers through contextualised training is crucial for equitable implementation.
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