Percepciones del profesorado y estudiantado sobre la implementación del electivo de Educación Física y Salud en 3° y 4° medio tras el Decreto 876 en Chile

Abstract

The objective of this study was to explore the perceptions of teachers and students regarding the implementation of the Physical Education and Health elective in the third and fourth year of secondary education. A qualitative methodology was employed, using two focus groups as the data collection technique. The participants were four in-service teachers and five first-year university students enrolled in a Physical Education Pedagogy program. The questions focused on the dissemination of the elective, the allocation of enrollment slots, personal and vocational motivations, limiting factors, and the observed impact. The findings reveal a disconnect between the regulatory framework and its practical application, informal dissemination processes, lack of transparent criteria for enrollment, limited institutional support, and deficiencies in infrastructure and materials were identified. Despite these challenges, both teachers and students highlighted significant benefits of the elective in fostering students' physical, emotional, and social well-being, as well as its influence on vocational decision-making. Teacher quality emerged as a critical factor for the success of the elective. It is concluded that, although the normative framework establishes a clear educational purpose, its effective implementation requires systemic adjustments to ensure equity, diversity, relevance, and pedagogical coherence within Chilean secondary education.