SDG is the acronym that identifies the sustainable development goals proposed in 2015 by the United Nations Organization and that “they constitute a universal call to action to end poverty, protect the planet and improve the lives and prospects of people around the world.” They are not legally mandatory, but It is key that countries adopt them as their own and establish national frameworks for their achievement.
In the words of the members of the Agenda 2030 CouncilChile maintains its strong conviction of the relevance of these objectives for the future of the country, which is why it was decided that it was necessary to stop and think and plan, as a society, the actions to be taken to advance them. This is how the idea of building the “Implementation Strategy of the 2030 Agenda” and in addition, three voluntary national reports on the matter have been presented (2017 – 2019 – 2023).
Under this implementation strategy, specifically In the area of Physical Education and Health, 24 of the 169 goals established for said objectives can be covered.. That said, a worrying textual quote emerges: “Reviewing the existing literature, it has been observed that Physical Education teachers do not have a clear conception of what the concept of sustainable development and the SDGs encompasses.understanding them mainly as an exclusively environmental issue and forgetting the other two dimensions of sustainable development” (Baena-Morales, Prieto Ayuso et al.2022).
Due to this quote, it is necessary to highlight that the other dimensions of this proposal are the economic and the social, the latter being the one that we will give greater emphasis to in this column, since it specifically addresses three key objectives for our area: “Health Improvement, Inclusion, and Co-education”.
Given this Education for sustainable development“aims to provide learners with the knowledge, skills, values and power of action necessary to overcome the challenges set out in the 2030 Agenda” (Rieckmann et al., 2017). Furthermore, it is intended that people have the possibility of making informed decisions, so that they act individually and collectively.
That is why in the social sphere, For the UN the main challenge is to improve people’s quality of life, which requires sustained progress in reducing social inequalities; eliminate discrimination based on age, ethnicity, disability, promote the comprehensive protection of the rights of children and adolescents, with coherence of public policies and education for inclusive and sustainable development.
To improve the quality of life of people, the author of this writing proposes to the sociomotricity of Pierre Parlebasfirst because it seeks to develop the student’s intelligence, physical and emotional capabilities, and second, the development of their motor interaction.
It should be noted that in this task the role of the teacher is relevantbecause you must choose and use appropriate strategies to meet these objectives and fundamentally you must understand Physical Education as a pedagogical practice that is based on scientific knowledge, whose focus is focused on movement and interaction, where the significance of the practices will focus on all the actions that accompany the boy and girl in the development of activities within the class” (Parlebas2001).
The current curricular bases mention the concepts quite a bit.integral development” and ”integral formation”, which will help the fulfillment of this important mission. The comprehensive training described seeks to enable students to face their future with all the necessary tools and participate actively and responsibly in society. On the other hand, a comprehensive development of the person necessarily implies considering the personal, social and ethical sphere in learning.
It is considered that sociomotor skills, by encouraging the development of communication and interaction of students, can generate a very positive disposition for boys and girls, with or without disabilities, to want to do physical activitysince they would see it as an opportunity to play, have a good time and enjoy socio-motor activities, and not for physiological benefit or to improve technique or some physical quality in particular, but for the good experience it means for them.
The Curricular Bases They have three axes (Basic motor skills; active and healthy life; and Safety, fair play and leadership). Although sociomotor skills benefit the development of the three aforementioned axes, the first axis of Basic motor skills is the one that the proposal focuses most on, because Sociomotor activities are composed of actions that 100% involve the use and strengthening of these skills by students.
Besides, the axis of active and healthy living seeks to ensure that students are able to participate in recreational and recreational games, thus improving their physical condition. This axis aims that, in subsequent years, students learn to measure their heart rate and monitor the physical effort they make in different activities autonomously. Basically, as the axis says, you are looking for that students can lead an active and healthy liferecognizing the health benefits of regularly practicing physical activity in your free time.
All these theoretical guidelines and suggestions implicitly mention the importance of the development of sociomotor skills in Physical Education and Health classes, but The study plans and programs do not offer a methodological complement or a contribution on which teachers can rely to efficiently develop this strategy..
Although the Bases have no obligation to provide this material or guidance, it is considered that Presenting a proposal of this type can be quite usefulto contribute to compliance with the focus of the subject and the SDGs.
Finally, in addition to these proposed actions, It could also be interesting to prioritize knowledge that is related to sustainable developmentAs the plogging, active playgrounds, road safety education, emerging sports, active travel, etc.; or at least, try to show students the relationship of this knowledge with specific goals of said objectives.
