Proposal for socio-emotional pedagogical support to strengthen the physical condition and performance of teachers

Abstract

Teachers' performance depends on their physical condition, emotional balance, and the quality of the pedagogical support they receive; yet usual programs prioritize didactics and neglect these dimensions. This study aimed to propose a pedagogical support model with a ludo-socio-emotional approach to strengthen the physical condition and performance of physical education teachers. A qualitative, descriptive-propositive method was used, consulting eight experts in projects and budgeting from a Peruvian municipality through semi-structured interviews and thematic analysis. Four categories were identified: strategic well-being planning, play as pedagogical mediation, socio-emotional regulation, and budget sustainability. The proposed model articulates five components: diagnosis, planning, playful experience, reflective support, and evaluation, with active breaks, cooperative games, and dialogue circles as core actions. Experts agreed that its viability depends on incorporating it into the operational plan, costing it as an activity with physical targets, and managing it through processes. It is concluded that the model is relevant and feasible for the municipal context, although it requires empirical validation through a pilot study with pre- and post-intervention measurements.