Pedagogical Models in Physical Education in Military Schools: A Bibliographic Review from the Colombian Context

Abstract

School physical education has evolved from approaches focused solely on physical performance toward perspectives aimed at the comprehensive development of students. In this context, pedagogical models have gained relevance as frameworks that guide teaching practice, particularly in educational settings with specific institutional characteristics such as military schools. The objective of this study was to analyze the pedagogical models reported in the scientific literature on physical education in military schools and to identify their convergences with school physical education approaches in the Colombian context. An integrative review with a qualitative approach was conducted, based on the consultation of academic databases and the application of inclusion and exclusion criteria, resulting in the selection of 24 studies for analysis. The findings reveal an implicit presence of pedagogical models in these contexts, characterized by an emphasis on discipline, organization, and values education, with limited explicit theoretical grounding. Additionally, convergences were identified with school physical education approaches, particularly regarding comprehensive education and the development of social competencies. It is concluded that, despite institutional particularities, there is potential for dialogue and articulation with contemporary pedagogical approaches