There is growing recognition that physical and sports activities provide a favourable environment to encourage young people to personal and social values ​​(Larson & Silverman, 2005, Sandford, Armour & Duncombe, 2007), such as cooperation, empathy, healthy habits, autonomy or respect (Sanchez et al., 2011). In the same vein, other researchers as Escartí et al. (2013) and Ruiz et al. (2006) argue that intervention through programs of physical and sports activities that promote personal and social responsibility, foster in young people values ​​such as self-control, effort, self-improvement and leadership, increasing their decision-making skills both in school and outside (Hellison, 2006). Other research in the Spanish area (Escartí et al., 2009) have recommended introducing new lines of action in the practice of sports in schools and suggested developing both personal and social values ​​to determine possible changes in the acquisition of positive habits and to promote the formation of the personality of the teenager.

In these attempts to achieve the transmission of values ​​through sports, motivation plays a crucial role and can be, without doubt, the key to success, as it is a psychological mechanism that directly affects human behaviour (Standage et al., 2012). Motivation sets the goals or objectives that a person wants to achieve through effort and persistence over time, becoming into the axis of behaviour that affects the initiation and maintenance of physical activity, and the reduction of sports dropping outs. Also, Gutierrez, Escartí and Pascual (2011) emphasize the teaching of responsibility in sports because it may contribute in a positive way to the process of integral formation of students; there is evidence of their relationship with pro-social behaviours such as empathy and a greater perception and achieving of efficiency. The above leads us to suggest that physical activity in school should promote personal and social values in ​​explicit, systematic and organized ways, involving their inclusion in the educational programs of physical education and curriculum planning.

Metzler (2011) proposes some models of teaching that could be useful for the formation of values ​​in physical education classes from which we highlight the teaching of personal and social responsibility and cooperative learning. For an effective education in values, both sports and physical activities in school should be planned in a consistent way that allows the promotion of self-awareness and the improvement of self-concept in the first place, and then enhance dialogue for the resolution of conflicts, promote personal autonomy, respect, tolerance and acceptance of individual differences, and take advantage of any situations of game, training and competition to work social skills aimed at facilitating coexistence (Derri et al., 2014).

Although, as we have noted, there is a good theoretical foundation raised by the academic and scientific community that include physical activity and sport as an instrument of transmission of values, there still remains a need for more research and empirical evidence detailed to explain and give account of the mechanisms of including values ​​in the teaching of physical education.

The overall objective of this research is to know the ability to identify definitions associated with the values ​​of the Sports and Physical Education Science Degree students and to propose a strategy for teaching and learning from the Program and Curriculum Planning course to encourage the reflection and inclusion of values ​​in the gaming activity.

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