Empowering early childhood educators: unveiling the impact of professional development on physical education teaching in Spain

This study explores the relationship between the professional development of early childhood education teachers in Spain and their motivation to deliver physical education (PE). It examines five key dimensions: (1) initial and continuous training, (2) availability of resources, (3) motivation and beliefs about PE, (4) contextual influences, and (5) social recognition. Using a mixed-method design, 468 teachers completed a questionnaire, and 20 participated in interviews and focus groups. Findings emphasize the need for strong initial training and ongoing professional development to enhance teachers’ practical knowledge and motivation for PE. The study identifies significant challenges, including insufficient resources and lack of recognition of the importance of PE, which hinder effective PE delivery. Although teachers recognize PE’s importance, the study highlights the need to elevate its status within early childhood education. It provides crucial insights into current gaps in professional development practices and offers recommendations for improving policy and practice in this area.