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his research has its origin in the personal and professional interest of the researcher to improve the educational practice in the contents of ‘movement and expression’ in P.E. in Secondary School. In this thesis, ten P.E. teachers have taken part from different autonomous communities in Spain, each contributing their opinions, beliefs and feelings concerning their own experience in teaching the above mentioned contents. This study has sought to understand and to interpret the dif culties involved in the development curricular content for the area of ‘movement and expression’. In this study, the volunteer teachers have analyzed their own dif culties and indenti ed what elements facilitate the development of this curricular area. The teachers have completed questionnaires, had personal interviews and held group discussions, which was all added to the personal  ndings and experience of the researcher. We found that each of the collaborators exhibited their own particular signs and emotions, which we called “emo-indicators”; key emotions when it came down to confronting a content with so much personal implication.  The “emo-indicators” are those feelings or emotions that the teacher has in some situations during their classes of movement and expression which provoke their reactions, changes of attitude and possible behaviour in the interventions in the classroom. The “negative emo-indicators “ will favour obstacles and resistance to this type of activity (insecurity, fear of the ridiculous, embarrassment etc.) and the “ positive emo-indicators “, on the contrary, will encourage the teacher to  continue with their work in the expressive  eld (happiness, surprise, etc.). In conclusion, we can observe that the collaborating teachers have been overcoming these obstacles and resistances thanks to the “positive emo-indicators” that they have been experiencing in their classes. On the other hand, we can af rm that when the initial or on-going training that they have received has been positive, it has been easier for them to confront these issues. Finally, we highlight the necessity of a hands-on, practical approach to training which leads to a better grasp of this type of experiences.  For this, we propose new lines of research together with on-going, permanent training plans in different areas and educational levels, always with a view to continual training for the staff which will lead to an  improvement of their ‘emo-indicators’ in this type of activities along with their pedagogical knowledge.

Dificultades del profesorado de Educación Física con los contenidos de Expresión Corporal en Secundaria