An international seminar promoted research in Physical Education from the undergraduate level.

The first international seminar of the Motrix UC Seedbed brought together students, academics, and experts to reflect on the contemporary challenges of physical education, health, and sports, promoting undergraduate research as a tool for pedagogical and social transformation.

“Sharing findings, building community, and looking to the future” was the title of the first international research seminar in Physical Education organized by Motrix UC: Research Seedbed for Undergraduate Students in Physical Education, Health, and Sport, a training initiative launched by the UC School of Education to foster undergraduate research. 

The event was established as an opportunity to "reflect, analyze, learn and project ourselves, opening spaces where critical thinking and scientific curiosity can be developed from the first years of professional training," he explained. Sebastian Espoz, academic and  researcher in physical education and sports of UC Education and one of the event organizers. 

Daniela Veliz, Vice Dean of Education at UC, described it as an honor "to be present at this event that celebrates not only knowledge, but also the commitment to transformation in physical education, health, and sports from a critical, pedagogical, and deeply human perspective. I highlight the value of Motrix UC, an initiative that has successfully articulated initial training with pedagogical training in an exemplary manner," he emphasized.

Motrix, Véliz explained, is not just a project; it's "a platform for dialogue, for collective construction, and for the integration of theory and practice. It's a bridge between what we learn and what we teach, between what we research and what we transform. In this context, it's essential to recognize the importance of spaces for dialogue between institutions and countries. This seminar is a clear demonstration that knowledge is best built when it's shared," the vice dean noted. 

La Director of Interfaculty Pedagogy at UC, Ainoa Marzábal, invited students to understand this seminar as a broad commitment undertaken by both the Program and the Faculty: "to offer them real opportunities to engage with contemporary debates, to gain first-hand knowledge of the work of leading researchers, and to begin to build a professional identity that is committed, reflective, and attentive to the challenges of the world in which we live."

“While much of their training will take place in the classroom, it's also true that many of the most significant experiences, those that transform and challenge us, occur in spaces like this. At UC Pedagogies, we firmly believe that teacher training should be a holistic experience. Being a teacher today requires a critical understanding of the context in which we work, a constant willingness to learn, and a deep ethical sensitivity to the living conditions of our students, our communities, and society at large,” Marzábal emphasized.

Build community

The seminar featured three invited doctors who discussed and presented research in Physical Education: Pedro Valdivia-Moral, from the University of Granada, Spain; Emilio Jofré Saldía, from the University of San Sebastián, Chile; and Claudio Farías Valenzuela, from the University of Santiago, Chile.

Dr. Pedro Valdivia-Moral's presentation focused on the importance of research in physical education teacher training. He emphasized the interdisciplinary nature of the field, its connection to psychology and sociology, and the need for future teachers to begin researching within their immediate surroundings. "We have to start with small pieces of research in our classes, in our sessions, in our university class," he stated, urging students to develop a research attitude early on.

She also presented the main current lines of research in the area, highlighting topics such as self-determination theory, inclusive education, and holistic health. She shared recent statistics on scientific production, recommended the use of platforms like ResearchGate to students, and praised the European approach based on key competencies. She concluded her presentation by encouraging students to take a leading role in the academic development of their institutions, reminding them that "you are the future of your university. You will set the path and the guidelines."

Dr. Emilio Jofré Saldía discussed his research career related to active aging and the central role of exercise, especially strength training, in the health of older adults. He shared his personal experience as a physical education teacher and how his early exposure to older adults in training environments led him to question traditional paradigms about aging and physical activity. His presentation delved into the importance of exercise as a preventative tool and promoter of functional independence, noting that "physical performance is not something attributable only to athletes; physical performance is a vital sign."

He also explained how his professional path led him from teaching to a doctorate and finally to applied research, first through field training and later in the laboratory, working with biochemists. “Physical education has to create enjoyment, and for there to be enjoyment, I need to feel enjoyment in the activity I'm doing. (…) We have to make physical activity a hygienic habit for children,” he told those present.

Finally, Dr. Claudio Farías' presentation addressed the impact of physical activity on people with intellectual disabilities in the school setting, placing special emphasis on the need to implement systematic interventions in special schools to prevent premature functional decline. 

Professor Farías showed how researching disability also involves researching the structural barriers to physical education and how true inclusion requires a profound transformation of practices, knowledge, and beliefs. 

What are the challenges and opportunities for physical education and disability in Chile? the academic asked. Some of these challenges are related to the fact that physical education has a historical debt regarding inclusion. "Only 5% of basic physical education training programs are dedicated to inclusion issues," Farías explained. 

He also emphasized that the pedagogical standards of the physical education teaching profession do not respond to the needs of people with intellectual disabilities. "Several adjustments were made some time ago, which are completely out of step with the demands of a special school, as well as the characteristics of students with intellectual disabilities who attend special schools. Many heterogeneous conditions are combined in a unified environment that current physical education fails to achieve," he remarked.