pág. 6625
THE RELATIONSHIP BETWEEN
THEORY AND PRACTICE IN PHYSICAL
EDUCATION
LA RELACIÓN ENTRE LA TEORÍA Y LA PRÁCTICA EN LA
EDUCACIÓN FÍSICA
Antonio Eugenio Rivera Cisneros
Universidad del Fútbol y Ciencias Aplicadas al Deporte
Aurelia Gutiérrez Ríos
Instituto de Educación Superior José Vasconcelos
Ricardo Félix Inguanzo
Benmérita Escuela Manuel Avila Camacho
Pablo Julián Medina-Sánchez
Hospital Regional Issste León
Jorge Manuel Sánchez-González
Instituto Nacional del Aprendizaje, Habilidades e Investigación de las Ciencias, S.C. (INAHIC)
María Cristina Morán Moguel
Universitario de Ciencias de la Salud
Jorge Horacio Portillo Gallo
Association of Clinical Pathology and Laboratory Medicine. Chihuahua
Luis Arturo Camacho Silvas
Facultad de Medicina y Ciencias Biomédicas
Verónica Michelle Ledezma Martinez
Centro Estatal de Transfusión Sanguínea-Cohauila
pág. 6626
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20038
The relationship between theory and practice in Physical Education
Antonio Eugenio Rivera Cisneros1
antonio.rivera.académico@gmail.com
https://orcid.org/0000-0002-1448-5024
Universidad del Fútbol y Ciencias Aplicadas al
Deporte
México
Aurelia Gutiérrez Ríos
autrelotus7@hotmail.com
Instituto de Educación Superior José
Vasconcelos
México
Ricardo Félix Inguanzo
rfinguanzo@gmail.com
https://orcid.org/0000-002-4448-2406
Benmérita Escuela Manuel Avila Camacho
México
Pablo Julián Medina-Sánchez
pjms73@hotmail.com
https://orcid.org/0009-0005-6889-4324
Hospital Regional Issste León
México
Jorge Manuel Sánchez-González
juevesm@gmail.com
https://orcid.org/0000-0003-1942-0163
Instituto Nacional del Aprendizaje, Habilidades e
Investigación de las Ciencias, S.C. (INAHIC)
María Cristina Morán Moguel
cristina.moran@academicos.udeg.mx
https://orcid.org/0000-0001-6458-9617
Departamento de Disciplinas Filosófico,
Metodológicas e Instrumentales. Centro
Universitario de Ciencias de la Salud.
Universidad de Guadalajara
México
Jorge Horacio Portillo Gallo
galeno_100@hotmail.com
https://orcid.org/0000-0003-4902-0072
Deputy Treasurer of the Latin American
Association of Clinical Pathology and Laboratory
Medicine. Chihuahua
México
Luis Arturo Camacho Silvas
lsilvas@uach.mx
https://orcid.org/0000-0002-5218-4118
Facultad de Medicina y Ciencias Biomédicas,
Universidad Autónoma de Chihuahua.
Chihuahua, Chihuahua, México.
Verónica Michelle Ledezma Martinez
dramichelleledesma@gmail.com
https://orcid.org/0009-0002-5968-8025
Centro Estatal de Transfusión Sanguínea-
Cohauila
México
1 Autor principal
Correspondencia: antonio.rivera.académico@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i5.20038
The relationship between theory and practice in Physical Education
Antonio Eugenio Rivera Cisneros1
antonio.rivera.académico@gmail.com
https://orcid.org/0000-0002-1448-5024
Universidad del Fútbol y Ciencias Aplicadas al
Deporte
México
Aurelia Gutiérrez Ríos
autrelotus7@hotmail.com
Instituto de Educación Superior José
Vasconcelos
México
Ricardo Félix Inguanzo
rfinguanzo@gmail.com
https://orcid.org/0000-002-4448-2406
Benmérita Escuela Manuel Avila Camacho
México
Pablo Julián Medina-Sánchez
pjms73@hotmail.com
https://orcid.org/0009-0005-6889-4324
Hospital Regional Issste León
México
Jorge Manuel Sánchez-González
juevesm@gmail.com
https://orcid.org/0000-0003-1942-0163
Instituto Nacional del Aprendizaje, Habilidades e
Investigación de las Ciencias, S.C. (INAHIC)
María Cristina Morán Moguel
cristina.moran@academicos.udeg.mx
https://orcid.org/0000-0001-6458-9617
Departamento de Disciplinas Filosófico,
Metodológicas e Instrumentales. Centro
Universitario de Ciencias de la Salud.
Universidad de Guadalajara
México
Jorge Horacio Portillo Gallo
galeno_100@hotmail.com
https://orcid.org/0000-0003-4902-0072
Deputy Treasurer of the Latin American
Association of Clinical Pathology and Laboratory
Medicine. Chihuahua
México
Luis Arturo Camacho Silvas
lsilvas@uach.mx
https://orcid.org/0000-0002-5218-4118
Facultad de Medicina y Ciencias Biomédicas,
Universidad Autónoma de Chihuahua.
Chihuahua, Chihuahua, México.
Verónica Michelle Ledezma Martinez
dramichelleledesma@gmail.com
https://orcid.org/0009-0002-5968-8025
Centro Estatal de Transfusión Sanguínea-
Cohauila
México
1 Autor principal
Correspondencia: antonio.rivera.académico@gmail.com
pág. 6627
ABSTRACT
Physical education (PE) practiced in the early stages of life contributes to psychomotor development,
promotes healthy lifestyles, and influences metabolic variables. Currently, high levels of sedentary
lifestyles prevail, and unhealthy habits significantly impact lifestyle; consequently, the metabolic state
of human beings is altered throughout their life cycle. Given the limited information on the
associations between these variables, the present study was conducted to analyze the relationships
among physical education, psychomotor skills, and lifestyle habits in women and men at the pre-
adolescent and adolescent stages in a central region of Mexico. Seven hundred and twenty-four
students participated in a representative sample of 19,000 participants from the municipal sports
initiation schools of León, comprising two age groups: pre-adolescents (12 to 15 years of age) and
adolescents (16 to 19 years of age), of both sexes. Males in the pre-adolescent and adolescent groups
had higher values for glucose, cholesterol, low-density lipoproteins, very low-density lipoproteins, and
high-density lipoproteins. The physical activity variables were significantly related by a multiple
correlation model (R² = 0.49; p < 0.05). Perception of physical activity through physical education had
a score range of 4-8 out of 10 points. The psychomotor movement test in the Illinois test yielded
values between 40% and 72%, which are considered low. In conclusion, the metabolic variables of
glucose and lipids had values unsuitable for their age, and males had the highest values. Participants in
sports programs need to have a greater understanding of their metabolic variables, adopt healthy
lifestyles, and develop better psychomotor skills from an early stage of life.
Key words: Physical education theory and practice, perception, sports, health, lifestyles
ABSTRACT
Physical education (PE) practiced in the early stages of life contributes to psychomotor development,
promotes healthy lifestyles, and influences metabolic variables. Currently, high levels of sedentary
lifestyles prevail, and unhealthy habits significantly impact lifestyle; consequently, the metabolic state
of human beings is altered throughout their life cycle. Given the limited information on the
associations between these variables, the present study was conducted to analyze the relationships
among physical education, psychomotor skills, and lifestyle habits in women and men at the pre-
adolescent and adolescent stages in a central region of Mexico. Seven hundred and twenty-four
students participated in a representative sample of 19,000 participants from the municipal sports
initiation schools of León, comprising two age groups: pre-adolescents (12 to 15 years of age) and
adolescents (16 to 19 years of age), of both sexes. Males in the pre-adolescent and adolescent groups
had higher values for glucose, cholesterol, low-density lipoproteins, very low-density lipoproteins, and
high-density lipoproteins. The physical activity variables were significantly related by a multiple
correlation model (R² = 0.49; p < 0.05). Perception of physical activity through physical education had
a score range of 4-8 out of 10 points. The psychomotor movement test in the Illinois test yielded
values between 40% and 72%, which are considered low. In conclusion, the metabolic variables of
glucose and lipids had values unsuitable for their age, and males had the highest values. Participants in
sports programs need to have a greater understanding of their metabolic variables, adopt healthy
lifestyles, and develop better psychomotor skills from an early stage of life.
Key words: Physical education theory and practice, perception, sports, health, lifestyles
pág. 6628
La relación entre la teoría y la práctica en la Educación Física
RESUMEN
La educación física (EP) practicada en las primeras etapas de la vida contribuye al desarrollo
psicomotor, promueve estilos de vida saludables e influye en las variables metabólicas. Actualmente,
prevalecen altos niveles de un estilo de vida sedentario, y los malos hábitos afectan el estilo de vida;
en consecuencia, el estado metabólico de los seres humanos se altera a lo largo de su ciclo de vida.
Dada la escasa información sobre las asociaciones en estas variables, el presente estudio se realizó
para analizar las relaciones entre las variables de educación física, habilidades psicomotoras y hábitos
de estilo de vida en mujeres y hombres en las etapas de preadolescencia y adolescencia en una región
central de México. Setecientos veinticuatro estudiantes participaron en una muestra representativa de
19.000 participantes de las escuelas municipales de iniciación deportiva de León, de dos grupos de
edad en la etapa de maduración preadolescente (12 a 15 años de edad) y adolescentes (16 a 19 años de
edad) de ambos sexos. Los hombres en los grupos preadolescentes y adolescentes tenían valores más
altos de glucosa, colesterol, lipoproteínas de baja densidad, lipoproteínas de muy baja densidad y
lipoproteínas de alta densidad. Las variables de actividad física estaban significativamente
relacionadas por un modelo de correlación múltiple (R2 = 0,49; p <0,05). La percepción de la
actividad física a través de la educación física tuvo un rango de puntuación de 4-8 sobre 10 puntos. La
prueba de movimiento psicomotor en la prueba de Illinois estuvo entre el 40 y el 72 %, valores que se
consideran bajos. En conclusión, las variables metabólicas de la glucosa y los lípidos tenían valores de
inadecuación para su edad, y los hombres tenían los valores más altos. Es necesario que los
participantes en los programas deportivos tengan un mayor conocimiento de sus variables metabólicas,
la adopción de estilos de vida saludables y mejores habilidades psicomotoras desde las primeras etapas
de la vida.
Palabras clave: teoría y práctica de educación física, percepción, deportes, salud, estilos de vida
Artículo recibido 25 agosto 2025
Aceptado para publicación: 25 setiembre 2025
La relación entre la teoría y la práctica en la Educación Física
RESUMEN
La educación física (EP) practicada en las primeras etapas de la vida contribuye al desarrollo
psicomotor, promueve estilos de vida saludables e influye en las variables metabólicas. Actualmente,
prevalecen altos niveles de un estilo de vida sedentario, y los malos hábitos afectan el estilo de vida;
en consecuencia, el estado metabólico de los seres humanos se altera a lo largo de su ciclo de vida.
Dada la escasa información sobre las asociaciones en estas variables, el presente estudio se realizó
para analizar las relaciones entre las variables de educación física, habilidades psicomotoras y hábitos
de estilo de vida en mujeres y hombres en las etapas de preadolescencia y adolescencia en una región
central de México. Setecientos veinticuatro estudiantes participaron en una muestra representativa de
19.000 participantes de las escuelas municipales de iniciación deportiva de León, de dos grupos de
edad en la etapa de maduración preadolescente (12 a 15 años de edad) y adolescentes (16 a 19 años de
edad) de ambos sexos. Los hombres en los grupos preadolescentes y adolescentes tenían valores más
altos de glucosa, colesterol, lipoproteínas de baja densidad, lipoproteínas de muy baja densidad y
lipoproteínas de alta densidad. Las variables de actividad física estaban significativamente
relacionadas por un modelo de correlación múltiple (R2 = 0,49; p <0,05). La percepción de la
actividad física a través de la educación física tuvo un rango de puntuación de 4-8 sobre 10 puntos. La
prueba de movimiento psicomotor en la prueba de Illinois estuvo entre el 40 y el 72 %, valores que se
consideran bajos. En conclusión, las variables metabólicas de la glucosa y los lípidos tenían valores de
inadecuación para su edad, y los hombres tenían los valores más altos. Es necesario que los
participantes en los programas deportivos tengan un mayor conocimiento de sus variables metabólicas,
la adopción de estilos de vida saludables y mejores habilidades psicomotoras desde las primeras etapas
de la vida.
Palabras clave: teoría y práctica de educación física, percepción, deportes, salud, estilos de vida
Artículo recibido 25 agosto 2025
Aceptado para publicación: 25 setiembre 2025
pág. 6629
INTRODUCTION
In Mexico, physical education (PE) is defined as a pedagogical discipline that uses body movement for
educational purposes to contribute to the integral development of the individual. Its main objectives
are to promote health, physical and psychomotor development, and foster social and cultural values
(INSP, 2020). According to the Ministry of Public Education (SEP, 2018), PE is a fundamental part of
developing life skills, as it promotes learning through motor experiences, strengthening autonomy,
teamwork, and physical care. The implementation of the PE curriculum in Mexico faces various
challenges. Studies have identified varying levels of effectiveness in its implementation, highlighting
factors such as inadequate infrastructure, limited ongoing teacher training, and the limited integration
of interactive technologies in classrooms. Significant gaps have been observed between curriculum
design and implementation, particularly in certain Mexican regions, where a lack of resources and
inadequate teacher training limit the quality of teaching. Linking the theory and practice of PE for
scholars and students, several authors and scientific associations (Bailey, R., Hillman, C., Arent, S., &
Petitpas, A., 2013; European Commission/EACEA/Eurydice, 2013; Time Magazine Report OMS,
2020; AHKGA, 2022; UNESCO, 2017; Time Magazine Report, 2016) propose considering sports as a
potential way to promote active and healthy lifestyles and to develop athletes and. Current approaches
prioritize the development of motor skills, critical thinking, and self-management of physical and
mental well-being. Sports promote the improvement of fundamental motor skills (coordination,
balance, agility, strength, speed, and endurance). Through structured sports games, students develop
complex motor skills that allow them to function effectively in various physical situations. Regular
practice of sport in educational contexts encourages regular physical activity, which helps prevent
chronic non-communicable diseases (diabetes, obesity, cardiovascular diseases) from an early age.
School sports strengthen respect for rules, cooperation, self-control, and responsible decision-making.
They are also linked to reducing risky behavior in adolescents. Playing sports improves self-esteem,
reduces stress, and strengthens social skills such as teamwork and conflict resolution.
In 2015, The White Book on Physical Education in Mexico (SEP 2015) was published, based on public
policy to guide physical education as a comprehensive promoter of motor skills in their maturation
stages from sensory-motor to conditioned physical capacities such as cardiorespiratory endurance,
INTRODUCTION
In Mexico, physical education (PE) is defined as a pedagogical discipline that uses body movement for
educational purposes to contribute to the integral development of the individual. Its main objectives
are to promote health, physical and psychomotor development, and foster social and cultural values
(INSP, 2020). According to the Ministry of Public Education (SEP, 2018), PE is a fundamental part of
developing life skills, as it promotes learning through motor experiences, strengthening autonomy,
teamwork, and physical care. The implementation of the PE curriculum in Mexico faces various
challenges. Studies have identified varying levels of effectiveness in its implementation, highlighting
factors such as inadequate infrastructure, limited ongoing teacher training, and the limited integration
of interactive technologies in classrooms. Significant gaps have been observed between curriculum
design and implementation, particularly in certain Mexican regions, where a lack of resources and
inadequate teacher training limit the quality of teaching. Linking the theory and practice of PE for
scholars and students, several authors and scientific associations (Bailey, R., Hillman, C., Arent, S., &
Petitpas, A., 2013; European Commission/EACEA/Eurydice, 2013; Time Magazine Report OMS,
2020; AHKGA, 2022; UNESCO, 2017; Time Magazine Report, 2016) propose considering sports as a
potential way to promote active and healthy lifestyles and to develop athletes and. Current approaches
prioritize the development of motor skills, critical thinking, and self-management of physical and
mental well-being. Sports promote the improvement of fundamental motor skills (coordination,
balance, agility, strength, speed, and endurance). Through structured sports games, students develop
complex motor skills that allow them to function effectively in various physical situations. Regular
practice of sport in educational contexts encourages regular physical activity, which helps prevent
chronic non-communicable diseases (diabetes, obesity, cardiovascular diseases) from an early age.
School sports strengthen respect for rules, cooperation, self-control, and responsible decision-making.
They are also linked to reducing risky behavior in adolescents. Playing sports improves self-esteem,
reduces stress, and strengthens social skills such as teamwork and conflict resolution.
In 2015, The White Book on Physical Education in Mexico (SEP 2015) was published, based on public
policy to guide physical education as a comprehensive promoter of motor skills in their maturation
stages from sensory-motor to conditioned physical capacities such as cardiorespiratory endurance,
pág. 6630
speed, strength and muscular endurance and flexibility, in addition the acquisition the bio, psycho, and
social well-being of school children and students through physical education. That was a strategic
document that established educational policy in this area. It was formulated by the SEP (Ministry of
Public Education) and consolidated during the second decade of the 21st century in response to
contemporary health and education challenges. This book establishes five thematic axes that guide
physical education teaching in the country: corporeality as the center of learning, motor skills as a
manifestation and perception of the human body, integration of meaningful learning, motor diversity,
and ethics and values in motor practice. These axes seek to articulate theory with practice, integrating
biological, psychological, social, and cultural aspects of human movement.
Despite its importance, although there are theoretical reflections and perception studies on the role of
sport in the effectiveness of achieving the objectives of physical education (López-Walle, J., Tristán J,
& García-Verazaluce, J., 2020; González-Cabrera, J.L., 2021), there are scanty experimental
information that documents the beneficial effects of physical education and sport on school children's
health. Thus, the purpose of this study was to assess the effectiveness of incorporating complementary
sports programs into the plans and activities of physical education classes for Mexican schoolchildren
in terms of metabolic characteristics, psychomotor development, and lifestyle.
METHODOLOGY
This study employed an observational, prospective, cross-sectional, and comparative design (Méndez,
2019). The Bioethics Committee of the Municipal Sports Commission of the municipality of León,
Mexico, approved the study. Participants in this research attended sports initiation schools through
physical education classes. This elite team consisted of 19,000 participants in municipal sports
development programs. Forty-six sports disciplines were practiced in eight extensive sports facilities
covering 100 hectares, spread across different parts of the city. To assess the relationships between
physical education (perception between theory and practice in the class of PE), psychomotor skills
(test of Illinois and taxonomy of psychomotor domain from Harrow´s), and the adoption of healthy
status (clinical test and metabolic variables), a randomized voluntary sample of 724 participants was
taken. Participants were randomly assigned to three groups, divided into two age groups: pre-
adolescents (12 to 15 years of age) and adolescents (16 to 19 years of age), comprising both sexes (n =
speed, strength and muscular endurance and flexibility, in addition the acquisition the bio, psycho, and
social well-being of school children and students through physical education. That was a strategic
document that established educational policy in this area. It was formulated by the SEP (Ministry of
Public Education) and consolidated during the second decade of the 21st century in response to
contemporary health and education challenges. This book establishes five thematic axes that guide
physical education teaching in the country: corporeality as the center of learning, motor skills as a
manifestation and perception of the human body, integration of meaningful learning, motor diversity,
and ethics and values in motor practice. These axes seek to articulate theory with practice, integrating
biological, psychological, social, and cultural aspects of human movement.
Despite its importance, although there are theoretical reflections and perception studies on the role of
sport in the effectiveness of achieving the objectives of physical education (López-Walle, J., Tristán J,
& García-Verazaluce, J., 2020; González-Cabrera, J.L., 2021), there are scanty experimental
information that documents the beneficial effects of physical education and sport on school children's
health. Thus, the purpose of this study was to assess the effectiveness of incorporating complementary
sports programs into the plans and activities of physical education classes for Mexican schoolchildren
in terms of metabolic characteristics, psychomotor development, and lifestyle.
METHODOLOGY
This study employed an observational, prospective, cross-sectional, and comparative design (Méndez,
2019). The Bioethics Committee of the Municipal Sports Commission of the municipality of León,
Mexico, approved the study. Participants in this research attended sports initiation schools through
physical education classes. This elite team consisted of 19,000 participants in municipal sports
development programs. Forty-six sports disciplines were practiced in eight extensive sports facilities
covering 100 hectares, spread across different parts of the city. To assess the relationships between
physical education (perception between theory and practice in the class of PE), psychomotor skills
(test of Illinois and taxonomy of psychomotor domain from Harrow´s), and the adoption of healthy
status (clinical test and metabolic variables), a randomized voluntary sample of 724 participants was
taken. Participants were randomly assigned to three groups, divided into two age groups: pre-
adolescents (12 to 15 years of age) and adolescents (16 to 19 years of age), comprising both sexes (n =
pág. 6631
181 in each age and sex group). Their physical characteristics are described in the Participant
Characteristics section of the Results section. Three kinds of variables were evaluated: The perception
of the history of physical activity practice of the participants assessed through a graphic method by
semantic visual analog scale (Hernández-Sampieri, R., 2023); the application of the Illinois test of
ability, agility and motor skill (Shepard, Jeremy & Dawes, 2014); and health status analyzed through
clinical laboratory studies and a 10-item inventory on healthy lifestyles, developed by the authors with
content validity, construct validity, validity of results, through split halves and Cronbach's Alpha.
They participated in three sessions: At the initial visit, all participants underwent a visual analog scale
assessment, a medical history review, and a physical examination. A blood sample was drawn
(according to standard procedures) from the cephalic or basilic vein after fasting for 8 to 10 hours and
without having engaged in any physical activity for 24 hours. Serum/plasma was processed (according
to laboratory procedures) on the same day for analysis of glucose (Gl), triglycerides (TG), total
cholesterol (TC), high-density lipoprotein cholesterol (HDL), and low-density lipoprotein cholesterol
(LDL). Very low-density lipoprotein cholesterol (VLDL) was calculated using the Fridewald formula
(VLDL = TG/2.2) according to international lipid standards (OMS, 2020). In that session, weight (kg)
and height (m) were measured and the body mass index (BMI = weight [kg]/height [m2]) was
calculated. Descriptive statistics were performed to calculate the mean and standard deviation. A two-
way analysis of variance was conducted for the quantitative variables to assess differences in the
variance ratio between sexes (F1) and age groups (F2). Post-hoc of Tukey and Newman-Keuls was
performed In all cases, the level of statistical significance was set at 95% alpha (Daniel, 2019). The
general model of the interrelation of variables is as follows:
Phisica
l
Educat
ion
Perception
based in
theory
Applied
Lessons
Physical education
effectts
Illinois Test
Harrow´s
Evaluation
Life styles and health Metabolic
variables
Perception of
life styles
181 in each age and sex group). Their physical characteristics are described in the Participant
Characteristics section of the Results section. Three kinds of variables were evaluated: The perception
of the history of physical activity practice of the participants assessed through a graphic method by
semantic visual analog scale (Hernández-Sampieri, R., 2023); the application of the Illinois test of
ability, agility and motor skill (Shepard, Jeremy & Dawes, 2014); and health status analyzed through
clinical laboratory studies and a 10-item inventory on healthy lifestyles, developed by the authors with
content validity, construct validity, validity of results, through split halves and Cronbach's Alpha.
They participated in three sessions: At the initial visit, all participants underwent a visual analog scale
assessment, a medical history review, and a physical examination. A blood sample was drawn
(according to standard procedures) from the cephalic or basilic vein after fasting for 8 to 10 hours and
without having engaged in any physical activity for 24 hours. Serum/plasma was processed (according
to laboratory procedures) on the same day for analysis of glucose (Gl), triglycerides (TG), total
cholesterol (TC), high-density lipoprotein cholesterol (HDL), and low-density lipoprotein cholesterol
(LDL). Very low-density lipoprotein cholesterol (VLDL) was calculated using the Fridewald formula
(VLDL = TG/2.2) according to international lipid standards (OMS, 2020). In that session, weight (kg)
and height (m) were measured and the body mass index (BMI = weight [kg]/height [m2]) was
calculated. Descriptive statistics were performed to calculate the mean and standard deviation. A two-
way analysis of variance was conducted for the quantitative variables to assess differences in the
variance ratio between sexes (F1) and age groups (F2). Post-hoc of Tukey and Newman-Keuls was
performed In all cases, the level of statistical significance was set at 95% alpha (Daniel, 2019). The
general model of the interrelation of variables is as follows:
Phisica
l
Educat
ion
Perception
based in
theory
Applied
Lessons
Physical education
effectts
Illinois Test
Harrow´s
Evaluation
Life styles and health Metabolic
variables
Perception of
life styles
pág. 6632
RESULTS
Table 1 shows a significant difference between the sexes of both groups can be seen, and the growth
and development of the participants is appreciable. The values are elevated and representative of our
country and our Latino population. The metabolic variables are at borderline levels and are consistent
with sedentary lifestyles and physical activity levels, despite participating in physical activity
programs. Males in both age groups had higher values than females in the comparison groups.
TABLE 1. Participant characteristics. ( +SD)
Variables Female Male Female Male p
Age (Years) 14.00 01.00 14.05+01.20 17.0+01.01 17.3+01.02 *, #,&
Weight (Kg) 58.35 04.13 56.03+02.04 63.03+04.0 73.04+04.02 *, #,&
Height (m) 01.56+03.03 01.66+02.34 01.60+02.02 01.72+02.01 *, #,&
BMI(Kg/m2) 23.03+04.02 22.89+03.34 25.75+03.01 24.75+03.02 *, #,&
Glucose (mmol/l) 03.90+00.33 04.19+01.33 04.20+01.12 04.80+01.16 *, #,&
Cholesterol (mmol/l) 02.90+01.32 0.36+01.20 03.20+0.2.00 03.90+02.20 *, #,&
Triglycerides (mmol/l) 01.01+02.10 01.09+01.50 01.03+02.31 01.12+02.10 *, #,&
HDL-c (mmol/l) 01.65+00.10 01.10+05.01 01.70+00.10 01.30+00.20 *, #,&
LDL-c (mmol/l) 01.60+01.30 01.70+01.40 01.75+0.35 01.80+01.33 *, #,&
VLDL (mmol/l) 00.48+00.30 00.46+00.25 00.50+00.30 00.53+00.28 *, #,&
Symbols: *Difference between preadolescent sexes, # difference between adolescent sexes, &;
difference between groups. HDL = High density Lipoproteins; LDL = Low Density Lipoproteins;
VLDL = Very-low-density lipoproteins.
RESULTS
Table 1 shows a significant difference between the sexes of both groups can be seen, and the growth
and development of the participants is appreciable. The values are elevated and representative of our
country and our Latino population. The metabolic variables are at borderline levels and are consistent
with sedentary lifestyles and physical activity levels, despite participating in physical activity
programs. Males in both age groups had higher values than females in the comparison groups.
TABLE 1. Participant characteristics. ( +SD)
Variables Female Male Female Male p
Age (Years) 14.00 01.00 14.05+01.20 17.0+01.01 17.3+01.02 *, #,&
Weight (Kg) 58.35 04.13 56.03+02.04 63.03+04.0 73.04+04.02 *, #,&
Height (m) 01.56+03.03 01.66+02.34 01.60+02.02 01.72+02.01 *, #,&
BMI(Kg/m2) 23.03+04.02 22.89+03.34 25.75+03.01 24.75+03.02 *, #,&
Glucose (mmol/l) 03.90+00.33 04.19+01.33 04.20+01.12 04.80+01.16 *, #,&
Cholesterol (mmol/l) 02.90+01.32 0.36+01.20 03.20+0.2.00 03.90+02.20 *, #,&
Triglycerides (mmol/l) 01.01+02.10 01.09+01.50 01.03+02.31 01.12+02.10 *, #,&
HDL-c (mmol/l) 01.65+00.10 01.10+05.01 01.70+00.10 01.30+00.20 *, #,&
LDL-c (mmol/l) 01.60+01.30 01.70+01.40 01.75+0.35 01.80+01.33 *, #,&
VLDL (mmol/l) 00.48+00.30 00.46+00.25 00.50+00.30 00.53+00.28 *, #,&
Symbols: *Difference between preadolescent sexes, # difference between adolescent sexes, &;
difference between groups. HDL = High density Lipoproteins; LDL = Low Density Lipoproteins;
VLDL = Very-low-density lipoproteins.
pág. 6633
FIGURE 1. Shows the perception that participants had about their physical education classes and the
importance of having adequate physical fitness in terms of type, frequency, intensity, duration, and
volume.
Participants of both sexes expressed high perceptions of the need for quality physical education, which
will impact their future growth and development. It is noteworthy that this perception tends to decline
with age, particularly among females.
FIGURE 2 Values in the Illinois test as an integration of physical education.
Table 2, shows that the Illinois test showed low values, located in the 40th to 60th percentiles
(Cureton, 1940). There is a decrease in this psychomotor quality as age increases, attributed to
sedentarism and lack of greater activity in the gross motor function of the participants (Figure 2).
0 2 4 6 8
Male adolescents
Female adolescents
Male Pre-adolscents
Female Preadolescents
7
4
8
6
0
20
40
60
80
Male
adolescents
Female
adolescents
Male Pre-
adolescents
Female Pre-
adolescents
Percentile
Groups
Percentile values in Illinois test
FIGURE 1. Shows the perception that participants had about their physical education classes and the
importance of having adequate physical fitness in terms of type, frequency, intensity, duration, and
volume.
Participants of both sexes expressed high perceptions of the need for quality physical education, which
will impact their future growth and development. It is noteworthy that this perception tends to decline
with age, particularly among females.
FIGURE 2 Values in the Illinois test as an integration of physical education.
Table 2, shows that the Illinois test showed low values, located in the 40th to 60th percentiles
(Cureton, 1940). There is a decrease in this psychomotor quality as age increases, attributed to
sedentarism and lack of greater activity in the gross motor function of the participants (Figure 2).
0 2 4 6 8
Male adolescents
Female adolescents
Male Pre-adolscents
Female Preadolescents
7
4
8
6
0
20
40
60
80
Male
adolescents
Female
adolescents
Male Pre-
adolescents
Female Pre-
adolescents
Percentile
Groups
Percentile values in Illinois test
pág. 6634
The matrix of multiple correlation shows as follow (R2 = 0.49; p <0.05):
DISCUSSION
The results of this study clearly demonstrate the relationship between physical education, psychomotor
skills, and the development of healthy habits and lifestyles through sports practice. In our opinion,
physical education is the first significant step toward adopting lifelong healthy lifestyles. It is the first
contact with personal and family education (Camacho, A., et al 2006, Di Maglie, A., 2022 Pagani et
al., 2010; Pérez-Herrera, Cruz-López, 2018). The current state of knowledge is overwhelming, stating
that without adequate physical education from the early stages of life (Battaglia, G., 2020; Di Maglie,
A., 2022; Pagani, L., 2010), risky behaviors develop that will affect prudent and positive lifestyle
habits in the long term (Guerrero, M, Rivera, AE., 2020). In support of the above, Toporowski et al.
(2003) suggest that educating children in an environment where both motor and cognitive skills are
encouraged can improve academic performance. Unfortunately, in recent years, there have been
changes in the lifestyles of various age groups, especially in late childhood. Children today lead an
increasingly sedentary lifestyle, characterized by time spent playing video games, using
computers/smartphones, and watching television.
The effects experienced in the past two decades have been harmful, as demonstrated by our study,
which shows a statistically significant decrease in the level of physical activity, although the
importance of physical education and the association between increased metabolic risk due to
sedentary lifestyle and diet remain a matter of perception. (Di Maglie, A.; Marsigliante, S.; My, G.;
Colazzo, S.; Muscella, A. , 2023). The Illinois test allows the general assessment of psychomotor
development. It has been used as a complementary test to assess other conditioned physical capacities,
The matrix of multiple correlation shows as follow (R2 = 0.49; p <0.05):
DISCUSSION
The results of this study clearly demonstrate the relationship between physical education, psychomotor
skills, and the development of healthy habits and lifestyles through sports practice. In our opinion,
physical education is the first significant step toward adopting lifelong healthy lifestyles. It is the first
contact with personal and family education (Camacho, A., et al 2006, Di Maglie, A., 2022 Pagani et
al., 2010; Pérez-Herrera, Cruz-López, 2018). The current state of knowledge is overwhelming, stating
that without adequate physical education from the early stages of life (Battaglia, G., 2020; Di Maglie,
A., 2022; Pagani, L., 2010), risky behaviors develop that will affect prudent and positive lifestyle
habits in the long term (Guerrero, M, Rivera, AE., 2020). In support of the above, Toporowski et al.
(2003) suggest that educating children in an environment where both motor and cognitive skills are
encouraged can improve academic performance. Unfortunately, in recent years, there have been
changes in the lifestyles of various age groups, especially in late childhood. Children today lead an
increasingly sedentary lifestyle, characterized by time spent playing video games, using
computers/smartphones, and watching television.
The effects experienced in the past two decades have been harmful, as demonstrated by our study,
which shows a statistically significant decrease in the level of physical activity, although the
importance of physical education and the association between increased metabolic risk due to
sedentary lifestyle and diet remain a matter of perception. (Di Maglie, A.; Marsigliante, S.; My, G.;
Colazzo, S.; Muscella, A. , 2023). The Illinois test allows the general assessment of psychomotor
development. It has been used as a complementary test to assess other conditioned physical capacities,
pág. 6635
a determinant of the efficacy of PE. As a whole, the perception of physical education and the state of
health allow us to identify the effectiveness of physical education. The correlation between PE and
Sports (R2 = 0.49; p < 0.05) practice generates a powerful link between the theory and practice bridge.
CONCLUSIONS
These data reflect the need to strengthen PE from basic education, promoting physical activity habits
from an early age, and sports could be a transcendental factor. There is a strong connection between
theory and practice in physical education, particularly in its potential to develop athletes and promote
active and healthy lifestyles. In Mexico, the hours allocated to physical education vary depending on
the educational level and institution. In many cases, only 45 to 60 minutes per week are taught, which
is lower than international recommendations. This discrepancy has led to legislative proposals to
increase the number of weekly hours dedicated to physical education in schools.
REFERENCES
Active Healthy Kids Global Alliance (AHKGA). (2022). Boleta de Calificaciones Mexicana 2022.
https://www.activehealthykids.org/wp-content/uploads/2024/02/Mexico-report-card-short-
form-2022.pdf
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underestimated
investment in human capital?. Journal of Physical Activity and Health, 10(3), 289–308.
https://doi.org/10.1123/jpah.10.3.289.
Battaglia, G., Giustino, V., Tabacchi, G., Alesi M., Galassi, C., Modica, C., Palma, A., Bellafiore, M.,
(2020). Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of
Preschoolers From the Training-To-Health Project: A Focus on Weight Status. Front Sports
Act Living. 2020 16;2-57.
Camacho, A., Noguera, M., Buñuel, P., Domínguez, R., Larrubia, J. & Delgado, M. (2006). The
learning assessment in physical education. The differences according to educative level.
European Journal of Human Movement, (17), 71-95.
Di Maglie, A.; Marsigliante, S.; My, G.; Colazzo, S.; Muscella, A (2022). Effects of a physical activity
intervention on schoolchildren fitness. Physiol. Rep.
a determinant of the efficacy of PE. As a whole, the perception of physical education and the state of
health allow us to identify the effectiveness of physical education. The correlation between PE and
Sports (R2 = 0.49; p < 0.05) practice generates a powerful link between the theory and practice bridge.
CONCLUSIONS
These data reflect the need to strengthen PE from basic education, promoting physical activity habits
from an early age, and sports could be a transcendental factor. There is a strong connection between
theory and practice in physical education, particularly in its potential to develop athletes and promote
active and healthy lifestyles. In Mexico, the hours allocated to physical education vary depending on
the educational level and institution. In many cases, only 45 to 60 minutes per week are taught, which
is lower than international recommendations. This discrepancy has led to legislative proposals to
increase the number of weekly hours dedicated to physical education in schools.
REFERENCES
Active Healthy Kids Global Alliance (AHKGA). (2022). Boleta de Calificaciones Mexicana 2022.
https://www.activehealthykids.org/wp-content/uploads/2024/02/Mexico-report-card-short-
form-2022.pdf
Bailey, R., Hillman, C., Arent, S., & Petitpas, A. (2013). Physical activity: An underestimated
investment in human capital?. Journal of Physical Activity and Health, 10(3), 289–308.
https://doi.org/10.1123/jpah.10.3.289.
Battaglia, G., Giustino, V., Tabacchi, G., Alesi M., Galassi, C., Modica, C., Palma, A., Bellafiore, M.,
(2020). Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of
Preschoolers From the Training-To-Health Project: A Focus on Weight Status. Front Sports
Act Living. 2020 16;2-57.
Camacho, A., Noguera, M., Buñuel, P., Domínguez, R., Larrubia, J. & Delgado, M. (2006). The
learning assessment in physical education. The differences according to educative level.
European Journal of Human Movement, (17), 71-95.
Di Maglie, A.; Marsigliante, S.; My, G.; Colazzo, S.; Muscella, A (2022). Effects of a physical activity
intervention on schoolchildren fitness. Physiol. Rep.
pág. 6636
González Cabrera, J. L. (2021). Programas de estudio de Educación Física en México: Una prioridad
postpandemia.
COMIE.https://www.comie.org.mx/congreso/memoriaelectronica/v16/doc/1508.pdf
Daniel, W: Biostatistics (2018). 4th Edition. McGraw-Hill Editorial
European Commission/EACEA/Eurydice. (2013). Physical Education and Sport in European Schools.
Eurydice Report. Luxembourg: Publications Office of the European Union.
https://op.europa.eu/en/publication-detail/-/publication/6b5b664e-8b7c-4c9a-81ab-
9a1cde3f5653
Harrow, A., 1972. Taxonomy domain. 1th edition. Editorial McKay. USA
Hernández-Sampieri, R., 2023. Research Method. 2th edition. McGraw-Hill.
Instituto Nacional de Salud Pública (INSP). (2020). Actividad física y salud en niños y adolescentes
mexicanos. INSP. https://www.insp.mx.
López-Walle J, Tristán J, & García-Verazaluce J, 2020). Efectos del ejercicio físico en la salud
metabólica de adolescentes mexicanos. Revista de Ciencias del Deporte, 7(1), 25–39.
Marsigliante, S, Gómez-López, M, Muscella, A (2023). Effects on Children's Physical and Mental
Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study.
Int. J. Environ. Res. Public Health 2023, 20, 1927.
Méndez, I,. The research protocol (2018). 18th edition. Editorial Trillas.
Olympic Association Committee (OAC) (2024). Australia’s shocking Olympic truth revealed.
https://www.news.com.au/sport/olympics/research-shows-truth-of-australias-olympic-sport-
participation/news-story.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2017).
Recomendaciones de políticas para la prestación de educación física de calidad en el nivel
básico del sistema educativo mexicano. en.unesco.org
Organización Mundial de la Salud. (2020). Directrices sobre actividad física y hábitos sedentarios.
OMS. https://www.who.int/publications/i/item/9789240015128.
González Cabrera, J. L. (2021). Programas de estudio de Educación Física en México: Una prioridad
postpandemia.
COMIE.https://www.comie.org.mx/congreso/memoriaelectronica/v16/doc/1508.pdf
Daniel, W: Biostatistics (2018). 4th Edition. McGraw-Hill Editorial
European Commission/EACEA/Eurydice. (2013). Physical Education and Sport in European Schools.
Eurydice Report. Luxembourg: Publications Office of the European Union.
https://op.europa.eu/en/publication-detail/-/publication/6b5b664e-8b7c-4c9a-81ab-
9a1cde3f5653
Harrow, A., 1972. Taxonomy domain. 1th edition. Editorial McKay. USA
Hernández-Sampieri, R., 2023. Research Method. 2th edition. McGraw-Hill.
Instituto Nacional de Salud Pública (INSP). (2020). Actividad física y salud en niños y adolescentes
mexicanos. INSP. https://www.insp.mx.
López-Walle J, Tristán J, & García-Verazaluce J, 2020). Efectos del ejercicio físico en la salud
metabólica de adolescentes mexicanos. Revista de Ciencias del Deporte, 7(1), 25–39.
Marsigliante, S, Gómez-López, M, Muscella, A (2023). Effects on Children's Physical and Mental
Well-Being of a Physical-Activity-Based School Intervention Program: A Randomized Study.
Int. J. Environ. Res. Public Health 2023, 20, 1927.
Méndez, I,. The research protocol (2018). 18th edition. Editorial Trillas.
Olympic Association Committee (OAC) (2024). Australia’s shocking Olympic truth revealed.
https://www.news.com.au/sport/olympics/research-shows-truth-of-australias-olympic-sport-
participation/news-story.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2017).
Recomendaciones de políticas para la prestación de educación física de calidad en el nivel
básico del sistema educativo mexicano. en.unesco.org
Organización Mundial de la Salud. (2020). Directrices sobre actividad física y hábitos sedentarios.
OMS. https://www.who.int/publications/i/item/9789240015128.
pág. 6637
Pagani, L. S, Fitzpatrick, C., Barnett, T. A, and Dubow E. (2010). Prospective associations between
early childhood television exposure and academic, psychosocial, and physical well-being by
middle childhood. Arch. Pediatr Adolesc Med 164, 425-431.
Shepard, Jeremy & Dawes, Jay & Jeffreys, Ian & Spiteri, Tania & Nimphius, Sophia. (2014).
Broadening the view of agility: a scientific review of the literature. Journal of Australian
Strength and Conditioning. 22. 6-30.
Secretaría de Educación Pública. (2018). Plan y programas de estudio. Educación básica:
aprendizajes clave para la educación integral. SEP. https://www.gob.mx/sep.
Secretaría de Educación Pública (SEP). (2015). Libro Blanco de la Educación Física. SEP.
Time Magazine Report. Analysis of China's sports success. (2016). Inside the System That Turned
China into the Most Dominant Divers in the World. https://time.com/4442329/china-diving-
rio-2016-olympics.
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and Children's
Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20,
111–131. https://doi.org/10.1007/s10648-007-9057-0
USOPC. 2025. Why does the United States dominate world sports? Retrieved
https://as.com/us/us/2020/02/06
Valadez, M. del R., & López, R. G. (2019). Percepción de los estudiantes de secundaria sobre la clase
de educación física. Revista Mexicana de Educación Física, 11(2), 34–45.
Pagani, L. S, Fitzpatrick, C., Barnett, T. A, and Dubow E. (2010). Prospective associations between
early childhood television exposure and academic, psychosocial, and physical well-being by
middle childhood. Arch. Pediatr Adolesc Med 164, 425-431.
Shepard, Jeremy & Dawes, Jay & Jeffreys, Ian & Spiteri, Tania & Nimphius, Sophia. (2014).
Broadening the view of agility: a scientific review of the literature. Journal of Australian
Strength and Conditioning. 22. 6-30.
Secretaría de Educación Pública. (2018). Plan y programas de estudio. Educación básica:
aprendizajes clave para la educación integral. SEP. https://www.gob.mx/sep.
Secretaría de Educación Pública (SEP). (2015). Libro Blanco de la Educación Física. SEP.
Time Magazine Report. Analysis of China's sports success. (2016). Inside the System That Turned
China into the Most Dominant Divers in the World. https://time.com/4442329/china-diving-
rio-2016-olympics.
Tomporowski, P. D., Davis, C. L., Miller, P. H., & Naglieri, J. A. (2008). Exercise and Children's
Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20,
111–131. https://doi.org/10.1007/s10648-007-9057-0
USOPC. 2025. Why does the United States dominate world sports? Retrieved
https://as.com/us/us/2020/02/06
Valadez, M. del R., & López, R. G. (2019). Percepción de los estudiantes de secundaria sobre la clase
de educación física. Revista Mexicana de Educación Física, 11(2), 34–45.