Today, physical education as a field of knowledge in different educational programs has acquired an own status incorporating and responding to social demands of the moment. The associative is the practical phase or fixing here the student puts into practice the skill to reach the automatic and their domain, when students put it in practice sport and physical activities.  Whenever there is a good atmosphere in the classroom skills you learn faster to learning is more effective and students acquire a high degree of maturity.  In this sense, many authors agree to highlight the relevance of  physical education and its importance in the development of values, where the role of the teacher requires planning in their work and coherence (Castejón; Contreras; De la Torre, 1996).  Research within the educational field at  international level where the necessity manifests has shown how values are  transmitted from school and always through the different disciplines (Williams, 1991). We started training in physical education, competence-based education quality (Tobon, 2004). In this paper we approach the implementation of values from the physical education area. We believe that motor skills, from a biological perspective of the body, self, others, the world around us and allows us to build their thinking.

We chose an ecological model which consider a multiplicity of factors interrelated throughout the process of teaching and learning values (Gutierrez; Prat & Soler, 2003). We pointed out the researches of Singer, Thueson and Jarman's, 1985) on the analysis of cognitive processes in sport, self-control and modeling techniques, motivation programmes developed. We affirm that sport has transcended its role as merely driving to be configured  in various dimensions: social, political economic and moral (Acuña, 1994). We highlighting the studies referred to the formation in values of students from curriculum (Fitts 1964; R Adams 1971; Robb, 1972; Gómez, 2003; Pavesio and Rivera, 2001). Fitts indicates three stages in motor learning, the cognitive, to understand  how to run the task. The associative is the practical phase where the student puts into practice the skill to reach the automatic performance. Whenever there is a good atmosphere in the classroom students learn faster and more effectively.

Some strategies to improve the classroom  atmosphere  (Peiró &t al. 2013) can be the use of the cooperative methodology (Diaz-Aguado, 2003) through which more participation and responsibility for the students in their learning process is given. 

OBJECTIVES:

This study’s objectives have been: -Analyze attitudes considered physical education teachers to teach the subject they teach. To develop an action plan for improvement.

Acuña, A. (1994). Fundamentos socio-culturales de la motricidad humana y el deporte. Granada: Universidad de Granada. Angulo, J. J. y colgs. (2001). Educación Física en Primaria a través del juego. Zaragoza: INDE. Buxarrais, M. (1997). La formación del profesorado en educación en v alores. Propuesta y materiales. Bilbao: Desclée De Brouwer. Coll, C. (1987). Psicología y currículum. Barcelona: Laia. Fitts, R.M. (1964). Perceptual-motor skills learning. New York: Academic Press. Gairín, J., Roure, M. (1996). La situación de la enseñanza de la Educación Física en las enseñanzas medias. Madrid: Centro de investigación y documentación educativa. Gimeno Sacristán, J. (1995). “Diversos y también desiguales ¿qué hacer en educación?”, en Kirikí, 38: 18-25. Jiménez, F., Gómez, A. (2004). “Alternativas metodológicas para el desarrollo de valores en la Educación Física y el deporte”, en V Simposium Internacional “Educación Fisica, Deporte y Turismo Activo”. Las Palmas de Gran Canaria. Pieron, M. (1999). Para una enseñanza eficaz de las actividades físico-deportivas. Barcelona: INDE. Prat, M., Soler, S. (2003). Actitudes, valores y normas en la Educación Física y el Deporte. Barcelona: INDE. Robb, M.D. (1972). The dynamics of motor-skill acquisition. Englewood Cliffs. Thueson,N.; Jarman,B. (1985) Predicting future in sport Psychology.Society for Psychology of Sport and Psyical Activity. . Tobón, S. (2004). Formación basada en competencias: Pensamiento complejo, diseño curricular y didáctica. Bogotá: ECOE. Valdés, H. (1998). Personalidad y deporte. Zaragoza: INDE