Competencies and Capacities of the Professional Profile and Work Performance of Fifth-Year Students at The Professional School of Physical Education

Abstract

Introduction: The competencies and capacities constituting the professional profile and work performance are variables that contribute to the theorisation and execution of methodologies and pedagogies related to professional practice. Accordingly, it is necessary to carry out a descriptive–correlational study to elucidate the behaviour of both variables in line with students’ needs. Objective: To analyse the relationship between the competencies and capacities of the professional profile and work performance among fifth-year students at the Professional School of Physical Education, UNMSM. Method: The sample comprised 86 fifth-year students from the Professional School of Physical Education, drawn from a population of 110, using non-random, non-probabilistic sampling. Inclusion criteria required students to belong to the Faculty of Education, Professional School of Physical Education; be in the fifth year of studies; and be enrolled in the Pre-professional Practice course. Results: A significant correlation was found between teaching profile competencies and work performance (p = 0.000 < 0.05), enabling rejection of the null hypothesis. Spearman’s ρ = 0.532 indicated a moderate positive correlation. Thus, strengthening teaching profile competencies tends to improve work performance. Discussion: Among fifth-year students in the Pre-professional Practice course, the correlation between teaching profile competencies and work performance was significant; the correlation coefficient indicated a moderate positive association. Hence, improvements in teaching competencies are reflected in better work performance. Conclusions: The competencies of the professional profile and work performance constitute an essential pathway in pedagogical training, strengthening the theoretical foundations of the national curriculum, curricular planning in Physical Education, pedagogical strategies for teaching–learning in Physical Education, and the social behaviour of Physical Education teachers.