The aim of the study was to analyze the impact of contextualized motor activities on the development of environmental awareness from the perspective of physical education teachers in Ecuadorian educational institutions. A qualitative approach with a phenomenological design was adopted. Semi-structured interviews were conducted with 54 physical education teachers from 14 educational institutions across different provinces of Ecuador between January and February 2026. Data were analyzed through thematic coding using Atlas.ti 9.0 software. The findings revealed four main categories: teachers recognized the pedagogical value of environmental contextualization in motor activities; the integration of natural environments into physical education classes significantly increased students’ sensitivity toward ecological issues; institutional barriers limited the implementation of sustainable practices; and teacher training programs lacked systematic content on environmental education applied to physical education. It was concluded that contextualized motor activities constitute an effective pedagogical strategy for fostering environmental awareness when they are systematically planned, supported by institutional policies, and incorporated into teacher professional development programs.
The aim of the study was to analyze the impact of contextualized motor activities on the development of environmental awareness from the perspective of physical education teachers in Ecuadorian educational institutions. A qualitative approach with a phenomenological design was adopted. Semi-structured interviews were conducted with 54 physical education teachers from 14 educational institutions across different provinces of Ecuador between January and February 2026. Data were analyzed through thematic coding using Atlas.ti 9.0 software. The findings revealed four main categories: teachers recognized the pedagogical value of environmental contextualization in motor activities; the integration of natural environments into physical education classes significantly increased students’ sensitivity toward ecological issues; institutional barriers limited the implementation of sustainable practices; and teacher training programs lacked systematic content on environmental education applied to physical education. It was concluded that contextualized motor activities constitute an effective pedagogical strategy for fostering environmental awareness when they are systematically planned, supported by institutional policies, and incorporated into teacher professional development programs. Read More