Effective teaching competences in physical education

In his training and experiential path, the physical education (PE) teacher will be considered qualifieand “competent”, only when he/she will be able to affect positively and effectively the educational relationshiwith the students by helping and leading them towards the acquisition of that particular form of intelligencewhich from now on, we will call “body-kinesthetic” or “motor” intelligence. For a long time now, the concept o"competence" has been adopted within various fields and referred to different dimensions to indicate the level oability to do something. For this reason, it is currently challenging to provide a univocal definition ocompetence since its meaning varies according to the context and the topic of the discussion. From aeducational perspective, the PE teacher’s competence should not simply indicate his basic knowledge, intendeas the sum of specific and sectorial knowledges consolidated though the experience, nor his teaching skillsintended as pure technical-professional skills. Indeed, a third indispensable component that has to be integratein the concept of competence, can be identified in the individual character, attitude and personal traits of thteacher. Finally, a fourth component is the high success rate of the teaching and didactic process. Only thcombination of these four distinct but related components, will qualify the teacher to deliver high qualitteaching and to be considered “competent”.