Challenges for Physical Education teachers in implementing the new curriculum proposal in Mexico

Abstract

Objective: To analyze the challenges faced by Physical Education teachers during the implementation of the new Basic Education curriculum proposal, established by the NEM (New Mexican Education Model).

Methodology: This study is exploratory, descriptive, and cross-sectional, employing a qualitative approach. The sample consisted of 56 teachers specializing in Physical Education, 41% female and 59% male; a non-probabilistic convenience sampling method was used. Data was collected using an open-ended questionnaire entitled “Challenges of the NEM.” This instrument served as the primary technique for analyzing the challenges and pedagogical experiences faced by Physical Education specialists in the implementation of the NEM in Basic Education.

Results: The findings reveal that Physical Education teachers face technical and operational uncertainty regarding the NEM due to vague planning guidelines, administrative burdens in formative assessment, and logistical difficulties in coordinating interdisciplinary projects and co-design across multiple schools.

Conclusion: The New Mexican Education Model (NEM) represents a paradigm shift with gaps between theory and practice. Ambiguity in evaluation and the complexity of co-design act as structural barriers. It is urgent to move from a prescriptive administrative model to a situated pedagogical support model that provides didactic certainty and strengthens teacher leadership.