Inquiry in physical education in the primary years programme of the international baccalaureate in Spain: a qualitative study

Abstract

Introduction: Inquiry is one of the key methodological elements in the Primary Years Programme in schools that offer International Baccalaureate education.Methods: This study aims to analyse in greater depth and reach a better understanding of the perspectives of four Physical Education teachers from an international school in Spain, through a phenomenographic analysis using in-depth interviews as a data collection tool.Results: The results, organised around categories of description, show a diverse use of inquiry depending on factors such as the age of the students, content or characteristics of the teacher.Discussion: These teachers acknowledge finding both advantages and disadvantages in the use of inquiry as a basic methodological procedure in Physical Education. Moreover, the basic elements of the International Baccalaureate, such as skills, key concepts, transdisciplinary competences or learner profile attributes, do not seem to be as structured in Physical Education as in other curricular subjects, although teachers are working on it. Finally, certain tensions are apparent in the application of the Primary Years Programme in the Spanish legislative context, although the most recent law facilitates the coexistence of both regulatory and methodological frameworks. To date, this is the second investigation into Physical Education teaching in the International Baccalaureate worldwide