Free Time in Physical Education, use or misuse? A mixed-methods study on teachers’ and students’ perspectives
DOI:
https://doi.org/10.55040/vpmwkq44Keywords:
educational autonomy, gender stereotypes, pedagogical management, mixed-methods research, effective timeAbstract
Free time at the end of Physical Education (PE) classes can be understood as a spontaneous and unplanned moment in which students engage in motor activities without specific instructions. Although it is often managed in a routine manner, previous studies recognize its formative potential when it is approached with pedagogical intention. This mixed-methods sequential explanatory study explored the perceptions of teachers (n = 7) and pre-service PE teachers (n = 38), complemented by a focus group (n = 8), regarding the use of free time during PE lessons. The findings show that teachers attribute different functions, benefits, and tensions to this period, while students value it as a reward and a source of motivation, but also report experiences of disorganization and loss of meaning. Evidence indicates that when this space is planned and monitored, it fosters autonomy, group cohesion, and emotional well-being; conversely, when used as a disciplinary or compensatory resource, it tends to reproduce inequalities and gender stereotypes. It is concluded that resignifying free time in PE requires moving beyond naturalized practices toward pedagogical approaches that promote autonomy, equity, and formative meaning, acknowledging its symbolic, structural, and situated dimensions within school culture.
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