Preprint Review Version 1 Preserved in Portico This version is not peer-reviewed

Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models

Version 1 : Received: 17 February 2021 / Approved: 18 February 2021 / Online: 18 February 2021 (09:44:11 CET)

A peer-reviewed article of this Preprint also exists.

Baena-Morales, S.; Jerez-Mayorga, D.; Delgado-Floody, P.; Martínez-Martínez, J. Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models. Int. J. Environ. Res. Public Health 2021, 18, 2129. Baena-Morales, S.; Jerez-Mayorga, D.; Delgado-Floody, P.; Martínez-Martínez, J. Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models. Int. J. Environ. Res. Public Health 2021, 18, 2129.

Journal reference: Int. J. Environ. Res. Public Health 2021, 18, 2129
DOI: 10.3390/ijerph18042129

Abstract

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized in 17 SDGs, which are detailed in 169 targets. Different international institutions have emphasized education's relevance to developing citizens who contribute to the SDGs' achievement for 2030. However, a review focused on Physical Education exclusively has not been performed yet. Therefore, the objective of this work is double. First, to analyze and select the specific goals of the SDGs that can be implemented in the subject of Physical Education. And second, to relate these specific goals to the different models based on Physical Education practices. This review showed how three institutional documents have previously related sport, physical exercise and physical education to the specific goals of the SDGs. Based on the search done, this document selects those goals that could be integrated into the educational context through Physical Education. The bibliographic and narrative analysis carried out in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in Physical Education. In addition, after this previous analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.

Subject Areas

physical education; physical activity; pedagogical models; sustainability development

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