Reconstructing the subject of Didactics of Physical Education from the autobiographical perspective of the teaching student

The purpose of this article is to investigate the experiences and memories of Physical Education classes (PE) that have the students of the subject of Didactics of PE of the degree of Primary Education of the USC. It has been done analyzing the discourse presented by the students of the subject, relying on the theory of autobiographical memory, through autobiographical texts of their memories of school PE. The participants were 60 students (47 women and 13 men) of the subject Didactic of PE. To access his autobiographies, elaborate accounts of his school memories have been used. The analysis of the data has been used from a naturalistic inquiry approach (Lincoln & Guba, 1985) through the repeated reading of the texts elaborated by the students, identifying recurring themes and patterns that result in the establishment of provisional categories that once settled, they form the central themes and content of the discourse expressed in the texts. These are grouped around pleasant and positive memories, negative memories and influences of the teacher. These conceptions that the future teachers bring serve as a context to confront them with an idea of school PE that breaks these stereotypes. Based on an inclusive and integrative idea of PE, we favour the acquisition of a critical spirit so that, as future teachers of primary education, they construct their own meanings of PE in the school and in their professional identity.