Professional Teaching Competence Perceived by Portuguese Students of Physical Activity and Sports Sciences in Gymnastic Disciplines

Abstract

Adequate initial training should ensure that future physical activity and sports sciences (PASS) professionals acquire skills that include not only in-depth knowledge of the content to be taught but also an understanding of the most effective teaching strategies for its transmission. The objective of this descriptive, exploratory, and quantitative study was to analyze the degree of acquisition of gymnastics teaching competencies of 107 future Portuguese PASS professionals, according to gender and training course. The research instrument was the Physical Education Teaching Competence Perception Scale, adapted to the gymnastics context. The main results showed that Portuguese students perceived themselves as having acquired medium levels of teaching competencies for gymnastics across all the dimensions analyzed, and feeling less competent in adapting curricular specifications. Regarding gender and training year, female students perceived themselves as more competent in the dimension related to the ability to use gymnastics content as teaching tools, with a significant difference. First-year students perceived a higher level of competence compared to their second- and third-year peers. Therefore, there is a need for more contextualized and reflective initial training, incorporating experiential learning modules that simulate real scenarios for adapting the gymnastics classroom.

1. Introduction

Physical education (PE) in Portugal faces various challenges, including structural and material limitations that hinder the optimal development of certain content, such as gymnastics. These disciplines require safety measures, equipment, or specific resources that are not always available, contributing to their limited practice (Kuzmina & Anisimova, 2023; Graça & Batista, 2013). According to the Portuguese curriculum and Law No. 46/86 (Lei de Bases do Sistema Educativo n.° 46/86, n.d.) of 14 October, gymnastics content is clearly defined within the three cycles of Primary Basic Education. The Physical Activities block includes Rhythmic-Expressive Activities, which encompass locomotor, postural, and creative movements linked to bodily expression. In addition, floor, apparatus, rhythmic, and acrobatic gymnastics are included. In addition, social, traditional, modern, folklore, and aerobic dances are integrated as part of this expressive and corporal approach (Carreiro da Costa et al., 2001).

Despite being included in the curriculum, many PE teachers in Portugal do not feel qualified to competently develop gymnastics content in the school setting, encountering difficulties related to students’ lack of interest and physical conditioning (Pereira et al., 2020). This situation is also repeated in countries such as Spain, England, Canada, and Slovenia, where there is evidence of the need for greater preparation and the perception of danger as frequent barriers when it comes to gymnastics content (Ávalos et al., 2015; Kovač et al., 2020; Robinson et al., 2020). Although many PE teachers include gymnastics skills in their classes, only a minority do so with confidence and out of interest, while the majority do so out of curricular obligation, opting for simpler or more mastered content (Ávalos et al., 2015; Carride et al., 2017; Kovač et al., 2020; Robinson et al., 2020).

In this study, teaching competence in gymnastics is understood as the set of knowledge, skills, attitudes, and methodological strategies that allow future teachers to plan, implement, and evaluate gymnastics activities in a safe, inclusive, and pedagogically effective manner within the school context (Ávalos & Martínez, 2022; Dervent et al., 2022). This competence includes both technical proficiency and the ability to adapt to student diversity, use active teaching methods, and manage the learning environment effectively.

The term curricular adaptation refers to the intentional modification of tasks, materials, teaching strategies, or assessment methods to meet the specific needs of students, especially in diverse educational settings (Boned et al., 2006; Roure et al., 2019). Likewise, inclusive methodology encompasses teaching strategies that ensure all students can participate meaningfully in the learning process. These include cooperative learning, peer assessment, and the design of accessible and motivating activities that foster engagement, collaboration, and equity in physical education classes (Pérez-Pueyo, 2013; Reguera-López-De-La-Osa et al., 2023).

Several studies show that most teachers have had unsatisfactory experiences with the teaching of gymnastics skills during their initial training, considering it insufficient or even non-existent (Ávalos et al., 2015; Cenizo et al., 2017; Iwaki et al., 2020). Despite this diagnosis, diversified studies highlight the pedagogical and social potential of gymnastics as an inclusive content area capable of fostering social skills, self-esteem, cooperation, and critical thinking among students (Ávalos & Martínez, 2022; Reguera-López-De-La-Osa et al., 2023). Similarly, it is acknowledged that effective gymnastics teaching requires solid preparation in task design, risk management, and adaptation to diversity, as well as the use of active methodologies (Cui, 2023; Dervent et al., 2022).

The teaching of gymnastics content within the bachelor’s degree in physical activity and sport sciences (PASS) programs significantly contributes to the development of essential teaching competencies in future educators. These competencies include not only a deep understanding of the subject matter to be taught but also the comprehension and application of effective didactic strategies for its delivery. Among these strategies are innovative teaching methods such as the use of educational technology, flipped classroom approaches, cooperative learning, and small group instruction, which have been shown to significantly improve the quality of learning and student engagement (Cui, 2023; Khataybeh et al., 2024; Shen et al., 2024). These approaches not only enhance technical skills but also foster a more interactive and collaborative learning environment through techniques such as discussion groups, role-playing, and peer feedback. Regarding the most effective methodological strategies for teaching gymnastics skills, evidence shows that both participatory methodologies, such as reciprocal teaching, and traditional approaches focused on technical improvement promote student motivation and learning (Ávalos & Martínez, 2022; Yürük & Asma, 2023).

Furthermore, implementing gymnastics skill content in the classroom enables the integration of tools such as peer assessment as a form of formative evaluation. This practice encourages the development of competencies such as critical thinking, self-reflection, autonomy, and peer learning (Pérez-Pueyo, 2013; Leukel et al., 2023). For instance, research by Reguera-López-De-La-Osa et al. (2023) demonstrates that the use of peer assessment in educational gymnastics enhances learning quality by increasing the number of correct repetitions and supporting the development of both professional and social competencies among students.

Therefore, the key teaching competencies that future professionals in PASS must acquire for teaching gymnastics should not only be linked to theoretical and practical knowledge. It is also essential that these professionals are able to design and plan gymnastics activities adapted to the learners’ needs and skill levels; master methodological procedures for the progressive teaching of gymnastics elements, as well as assistance and safety techniques to prevent potential injuries; identify errors, provide constructive feedback, and adapt learning situations according to individual needs; motivate learners by creating positive learning environments and encouraging active and collaborative participation; and commit to ongoing specialized training throughout their professional careers. All these aspects will contribute to meaningful, high-quality, and safe gymnastics teaching and learning in educational settings.

Thus, teaching gymnastics skills involves a high level of planning, appropriate sequencing of content (Wnas & Ghazi, 2022), and, among other aspects, the effective design of sessions and tasks, as well as adaptation to the diverse needs of students. In initial specialized training, it is also essential to enhance the ability of future PASS professionals to anticipate both potential learner errors and difficulties, as well as risk situations, which is particularly relevant in contexts that demand special attention to safety and the correct technical execution of exercises. This requires the implementation of effective correction and adaptation strategies, such as systematic observation, individualized assessment, the development of safety protocols, and proper professional training (Dervent et al., 2022; Roure et al., 2019). In addition, constant decision-making, observation skills, and ongoing assessment of the teaching–learning process are necessary (Leukel et al., 2023; Wang, 2020).

In this regard, the development of professional vision during initial specialized training is of great importance. The ability to notice and interpret, commonly referred to as “noticing”, is considered a key feature of teacher professionalization, enabling educators to adapt their instruction to the actual needs of students (Reuker, 2017; Seidel & Stürmer, 2014). Research shows that teachers with greater experience and specific training are more skilled at noticing and interpreting both students’ motor and social processes, which enhances the quality of educational intervention. Similarly, these skills can be developed during teacher education through activities such as video analysis of lessons, reflection on unexpected situations, and observation tasks focused on social and learning processes. These strategies support future teachers in strengthening their professional vision and diagnostic capacity.

The development of these abilities is essential for high-quality teaching and is directly related to the acquisition of transversal professional competencies. In this regard, working with gymnastics content enables teachers to strengthen skills such as the integration of theoretical and practical knowledge (Kirişci & Celcima, 2024), collaborative work within interdisciplinary teams, effective management of time and material resources, and problem-solving in dynamic and constantly changing environments. All of this aligns with the transversal competencies identified for graduates in PASS, such as the ability to assume responsibility, make informed decisions, innovate in teaching practice, and effectively apply the knowledge acquired during their academic training (Boned et al., 2006), more recently translated into critical thinking, problem-solving, and the ability to adapt to non-academic contexts (Molina-García et al., 2024).

Ultimately, the need to improve both initial and ongoing teacher training in gymnastics skills is evident. Teachers must be equipped with effective methodological tools and practical resources that allow them to approach this content with confidence and competence. Enhancing this training will not only have a positive impact on the quality of teaching but also on student motivation, meaningful learning, and the overall appreciation of gymnastics practice within the educational contextFinal del formulario.

While there is an extensive body of literature documenting the challenges faced by in-service teachers in the teaching of gymnastics, few studies have systematically examined how future teachers perceive their preparation during initial training. In particular, the degree of acquisition of teaching competence in gymnastics content according to the academic year or the student’s gender has not been sufficiently explored. This represents a significant gap, as it allows for the anticipation of training deficiencies and the improved design of undergraduate programs.

Moreover, few studies have addressed the analysis of specific dimensions of teaching competence related to gymnastics (such as planning, curricular adaptation, the proactive or interactive phase of the session, etc.), which hinders the precise identification of areas requiring greater pedagogical attention.

Based on this gap in the literature, and with the intention of contributing to the research on the acquisition of professional competencies, the aim of this study was to analyze the perceptions regarding the degree of acquisition of gymnastics teaching competencies among a group of Portuguese PASS students, according to the variables of gender and year of study. This understanding is crucial to evaluate the real impact of university-level training and to identify possible disparities based on academic and personal variables.

Thus, the main research questions guiding this study are:

What is the perception of students enrolled in the degree in PASS in Portugal regarding the teaching competencies in gymnastics acquired during their initial training, and how does this perception vary according to academic year and gender?

Which specific dimensions of teaching competence (e.g., planning, curricular adaptation, and interactive teaching phase) show higher or lower levels of perceived acquisition?

2. Materials and Methods

This descriptive and exploratory research, with a quantitative approach, was conducted using intentional sampling. For participant selection, an open invitation was extended to the faculty teaching gymnastics courses within the PASS programs at three public Portuguese universities offering these studies in an on-campus format. Initial contact was made via email. Ultimately, only one public university located in Porto agreed to participate in this study. Subsequently, all PASS students at the participating university were formally invited to take part, provided they had completed their prior education in Portugal and had taken at least one compulsory or elective university-level course related to gymnastics.

2.1. Sample

Following this selection process, a total of 107 Portuguese students (out of the 120 enrolled across the three academic years of the PASS degree program at the participating university) were included in this study (76 male; 31 female), with a mean age of approximately 20.95 years. The sample was distributed as follows: 35 first-year students, 43 second-year students, and 29 third-year students. Thirteen students were excluded for not following the continuous attendance and assessment system. Therefore, the final sample represents 89% of the total eligible student population.

2.2. Instrument

The tool used for this research was the Scale of Perceived PE Teaching Competence in the Care of People with Disabilities by Díaz del Cueto (2009). This scale was adapted and adjusted to the gymnastics field to determine the perception of gymnastics teaching competence acquired in the initial training of the PASS degree. The scale, adapted in the wording of the items to the gymnastics content, is composed of 28 items and assesses seven dimensions of the perception of acquired gymnastics teaching competence. The assessment options correspond to a 5-point Likert scale: 1 = Not at all capable, 2 = Slightly capable, 3 = Sufficient, 4 = Quite capable, and 5 = Very capable.

For external validation, the instrument was reviewed by five qualified experts with extensive experience in PE and gymnastics, two of whom were from Spain and three from Portugal. Internal validation was carried out using Cronbach’s alpha test (α > 0.91). An exploratory factor analysis was conducted using the 28 items from the adapted scale, specific to the gymnastics teaching context. The Kaiser–Meyer–Olkin (KMO) index was 0.953, and Bartlett’s test of sphericity was significant (χ² = 3167.085, df = 378, p < 0.001), indicating that the data were suitable for factor analysis. Applying Kaiser’s criterion (eigenvalues > 1), three factors were initially identified, explaining 73.54% of the total variance. However, given that the original instrument was structured around seven theoretical dimensions, forced extraction of seven factors was conducted to assess structural validity. The total variance explained by these seven factors was 82.78%. Factor loadings after Varimax rotation showed a distribution consistent with the conceptual structure proposed by Díaz del Cueto (2009), adapted to the context of gymnastics instruction.

Additionally, Cronbach’s alpha coefficients were calculated for each dimension, yielding the following values: D1: α = 0.814; D2: α = 0.949; D3: α = 0.841; D4: α = 0.800; D5: α = 0.840; D6: α = 0.849; and D7: α = 0.913.

The final version of the instrument was administered to university students after they had completed their specific initial training in gymnastics.

Below, the dimensions analyzed and their corresponding descriptions regarding the perception of acquired gymnastics teaching competence are presented.

D1. Use of content as a teaching tool (items: 1 and 3): This dimension refers to the variety and use of gymnastics content, considering students’ abilities.

D2. Use of tasks as a teaching tool (items: 4, 6, 20, 21, 22, 23, 25, and 26): This dimension relates to the clear and precise presentation of tasks, their adaptation to address student diversity, the use of motivating tasks, the organization of students in minimal time for task execution, the inclusion of formative assessment tasks, and the use of alternative tasks when execution errors are detected.

D3. Potential to foster student learning (items: 8, 9, 12, and 28): This dimension assesses the teacher’s competence to generate meaningful learning, motivate students to engage in learning processes, and ensure all students achieve significant learning regardless of their characteristics, while maintaining a collaborative classroom environment.

D4. Interaction with others involved in student education (items: 14, 15, and 16): This dimension evaluates the ability to engage with other individuals involved in students’ education (e.g., families, school staff, or management teams).

D5. Adaptation of curricular guidelines (items: 17 and 19): This dimension measures perceived competence in adapting classroom programming and/or lesson planning, when necessary, as well as in designing teaching–learning situations.

D6. Pre-active phase of the lesson (items: 2, 7, and 10): This dimension considers the ability to take students’ needs and characteristics into account when designing classroom tasks, as well as the perception of having sufficient resources to facilitate learning.

D7. Interactive phase of the lesson (items: 5, 11, 13, 18, 24, and 27): This dimension reflects perceptions during lesson development regarding decision-making, remaining calm before class and in response to challenges during the session, critically reflecting on one’s own teaching practice, and the ability to address the needs of students with diagnosed disabilities.

2.3. Procedure

This research is part of a research stay at a public university in Porto (Portugal), which addressed, among other areas, the quality of specific initial gymnastics training within university PE programs. It is also associated with the research project within the 2022–2024 University Teaching Research Networks Program at the University of Alicante (Spain): “Evaluation and analysis of the work competencies of PASS students for their inclusion in the labour market (Ref. 5831).”

After the intentional selection of participants, the questionnaire was distributed in university classrooms during the exam period of the 2022–2023 academic year, via the Google Forms platform. The specialist professor of gymnastics and one of the researchers of this study were present at the time of completing the questionnaire. This facilitated the resolution of students’ doubts and queries.

All participants read the informed consent attached to the questionnaire to authorize their voluntary participation, guaranteeing anonymity and complying with Organic Law 3/2018 of 5 December on the Protection of Personal Data and Guarantee of Digital Rights, as well as, by extension, the General Data Protection Regulation (EU) 2016/679. Additionally, the study received approval from the Ethics Committee of the University of Alicante (UA2023-05-09).

2.4. Data Analysis

For quantitative data analysis, IBM SPSS 26.0 for Windows was used, applying descriptive statistics (mean, median, and standard deviation) and differential statistics. Nonparametric variables in ordinal data were compared using the Mann–Whitney U test. One-way factorial analysis of variance (ANOVA) was also used, with post hoc Scheffer. A significance level of p ≤ 0.05 was set.

3. Results

Below are the results of the research grouped into the seven dimensions analyzed regarding the perception of acquired gymnastics teaching competence in relation to: the use of content (D1) and tasks (D2) as teaching tools; the ability to promote student learning (D3) and interact with others (D4); the adaptation of curricular specifications (D5); and the proactive (D6) and interactive phases of the session (D7).

Analyzing the results overall, Portuguese university students enrolled in PASS perceive a sufficient level of acquired competencies for teaching gymnastics skills in their future teaching careers (

Table 1. Gymnastics teaching competence acquired in specific initial training.

Dimensions	Me	M	SD
D1	3.50	3.42	0.862
D2	3.39	3.50	0.748
D3	3.50	3.37	0.754
D4	3.33	3.39	0.712
D5	3.50	3.27	0.819
D6	3.33	3.39	0.780
D7	3.50	3.38	0.764

D: Dimension; M_e: Median; M: Mean; SD: Standard deviation.

). As can be seen, students perceive themselves as slightly more competent in knowing how to use gymnastics tasks as teaching tools in learning situations (D2). On the other hand, students perceive themselves as slightly less competent in adapting curricular specifications within learning situations related to learning gymnastics skills (D5).

When the sample was broken down by gender (

Table 2. Gymnastics teaching competence acquired in specific initial training, according to gender.

Dimensions	Women			Men			p
	Me	M	SD	Me	M	SD
D1	4.00	3.69	0.843	3.50	3.30	0.849	0.033 *
D2	3.50	3.55	0.791	3.50	3.32	0.725	0.160
D3	3.25	3.54	0.783	3.50	3.31	0.737	0.146
D4	3.33	3.49	0.764	3.33	3.35	0.690	0.346
D5	3.50	3.45	0.907	3.50	3.20	0.775	0.146
D6	3.67	3.61	0.761	3.33	3.30	0.775	0.058
D7	3.67	3.56	0.735	3.50	3.30	0.767	0.108

D: Dimension; M_e: Median; M: Mean; SD: Standard deviation; p *: p ≤ 0.05.

), we found that both men and women had similar levels of perception of the specific teaching competence acquired in their academic training. Significant differences (p = 0.033) were found exclusively in dimension 1, which refers to the ability to use gymnastics content as teaching tools, with women perceiving greater competence in this dimension.

On the other hand, when analyzing the results by grade (

Table 3. Gymnastics teaching competence acquired in specific initial training, according to course.

Dimensions	First			Second			Third
	Me	M	SD	Me	M	SD	Me	M	SD
D1	4.00	3.90	0.639	3.00	3.08	0.809	3.00	3.33	0.928
D2	3.88	3.75	0.564	3.00	3.17	0.789	3.38	3.28	0.737
D3	3.75	3.71	0.563	3.00	3.19	0.803	3.00	3.23	0.765
D4	3.67	3.68	0.539	3.33	3.22	0.726	3.00	3.30	0.789
D5	3.50	3.69	0.631	3.00	3.08	0.816	3.00	3.05	0.859
D6	4.00	3.79	0.583	3.00	3.14	0.804	3.33	3.28	0.782
D7	3.83	3.80	0.535	3.17	3.14	0.790	3.00	3.22	0.773

D: Dimension; M_e: Median; M: Mean; SD: Standard deviation.

), first-year students perceive a higher level of teaching competence in gymnastics skills than their second- and third-year classmates in all the dimensions analyzed. Furthermore, the students with the lowest perception of their specific teaching competence are the second-year students.

The ANOVA statistic was used to analyze the data for comparison between courses. As can be seen (

Table 4. Differences in the perception of acquired gymnastics teaching competence between courses.

	Post ad	(I) Level	(J) Level	Mean Differences (I–J)	SD	p
D1	Scheffe	1	2	0.819 *	0.181	0.000 *
			3	0.572 *	0.199	0.019 *
D2	Scheffe	1	2	0.588 *	0.161	0.002 *
			3	0.473 *	0.178	0.032 *
D3	Scheffe	1	2	0.522 *	0.164	0.008 *
			3	0.482 *	0.181	0.033 *
D4	Scheffe	1	2	0.451 *	0.157	0.019 *
			3	0.377	0.173	0.098
D5	Scheffe	1	2	0.604 *	0.176	0.004 *
			3	0.634 *	0.194	0.006 *
D6	Scheffe	1	2	0.651 *	0.167	0.001 *
			3	0.515 *	0.184	0.023 *
D7	Scheffe	1	2	0.652 *	0.162	0.001 *
			3	0.571 *	0.179	0.008 *

D: dimension; SD: Standard deviation; p *: p ≤ 0.05.

), there are significant differences in the perception of the level of gymnastics teaching competence in all dimensions between the first and second years. Likewise, these significant differences are observed between the first and third years, except in dimension 4, which refers to the teacher’s ability to interact with others in the professional environment. On the other hand, no significant differences were found in the acquisition of specific teaching skills between the second and third years.

4. Discussion

The aim of this study was to analyze the perception of the degree of acquisition of gymnastics teaching competencies among a group of future PASS professionals from a public Portuguese university, according to gender and academic year. Overall, students’ perceptions of their gymnastics teaching competencies were positive, though with room for improvement. Portuguese students perceived themselves to have acquired moderate levels of teaching competence to instruct gymnastics in their future professional practice across all the analyzed dimensions. However, the achieved levels may be insufficient to guarantee an adequate and comprehensive transfer of gymnastics content into professional practice, both in educational settings and in the early stages of sports training, as evidenced by previous research (Ávalos et al., 2015; Ávalos-Ramos & Vega-Ramírez, 2020; Cenizo et al., 2017).

Although gymnastics-related subjects are present in the curricula of PASS degrees across Europe (Portugal, Spain, and Germany, among others), preparing future teachers to teach gymnastics skills remains a complex issue involving several factors that need to be considered during initial training. These factors relate to students’ prior gymnastics experience, motivation and predisposition toward gymnastics content, initial learning level, and future professional intentions to implement this content. The lack of prior exposure to gymnastics content during earlier educational stages constitutes a significant challenge that may hinder comprehensive learning in this discipline (Ávalos & Martínez, 2022; Capangpangan et al., 2024; Milosis & Siatras, 2022). Additionally, future professionals must acquire knowledge of theories, methodologies, technologies, and innovative pedagogical approaches for gymnastics instruction (McVeigh & Waring, 2021; Kornosenko et al., 2024). Structural limitations, such as the lack of resources and adequate conditions for effective teaching, also demand specific institutional attention (Hussein et al., 2024).

Regarding the competence for adapting curricular specifics, this was the lowest-rated dimension. Students perceive themselves as less capable of adapting sessions or programming to respond to the diversity of learners, which aligns with previous evidence highlighting difficulties in addressing inclusive learning situations within physical education (Colquitt et al., 2017). Barriers faced by teachers in this area include the lack of support staff, high student-to-teacher ratios, and sedentary habits among students (Cho et al., 2023; Deed et al., 2020). Thus, initial teacher education should focus more deeply on developing methodological tools that foster positive, inclusive, and culturally responsive classroom climates (Ávalos & Martínez, 2022; Cheon et al., 2018; Khataybeh et al., 2024; Martins et al., 2024).

Although significant efforts are being made to prepare PE teachers to include students with diverse individual needs, current training often appears insufficient. Greater attention to practical experience and reducing barriers such as class size is necessary to improve the effectiveness of curricular adaptations (McNamara et al., 2021; Tant & Watelain, 2016).

Regarding gender, a single significant difference was found. Women perceive themselves as better prepared to use varied gymnastics content as a teaching tool, considering students’ capacities. Although statistically significant, this difference does not seem sufficient to assert that gender is a determining factor in the perception of gymnastics teaching competence. While gymnastics disciplines have traditionally been associated with females, recent studies suggest that both men and women employ similar strategies in the classroom, focusing on organizational, technical, and relational aspects (Mounira et al., 2022).

Differences by academic year yielded relevant results. First-year students perceive themselves as significantly more competent across all evaluated dimensions compared to their second- and third-year peers. This phenomenon could be linked to the immediate effect of the training received, as the gymnastics course is taught in the first year, generating greater initial self-confidence and enthusiasm (Álvarez & Díaz, 2011). This trend has been documented by other authors, who note that incoming students tend to feel more competent compared to those progressing through the curriculum, among whom accumulated experiences may alter self-efficacy perceptions (Morales et al., 2024; Soytürk & Öztürk, 2019). In the third year, perception improves slightly, possibly due to greater academic maturity and confidence developed throughout the degree, which may also be influenced by courses related to pedagogy.

4.1. Practical Implications

The findings of this research have significant implications for the design and development of physical education training programs, particularly in the area of gymnastics. Firstly, the levels of perceived competence identified, although adequate, reveal areas for improvement that could be addressed through more strategic curricular planning. For instance, practical courses could be reinforced by increasing contact hours in structured microteaching sessions or peer-teaching simulations, where students plan and deliver short gymnastics units under supervision. These experiences would help consolidate core teaching skills such as session planning, curricular adaptation, and inclusive group management.

Furthermore, the lower perception of competence in dimensions related to content adaptation suggests the need to introduce more specific inclusive methodologies and strategies, such as universal design for learning, could be applied by designing gymnastics tasks with multiple entry levels (e.g., varying the complexity of movements) or using station-based circuits where students rotate through activities tailored to different skill levels and needs. Gamification techniques, such as progression tracking boards or collaborative challenges, could also be implemented to enhance motivation and differentiation in skill development.

The significant difference in favor of first-year students may signal a decline in motivation or a loss of confidence as training progresses; therefore, it would be advisable to implement monitoring strategies and ongoing formative assessment tools, such as self-reflection journals, video feedback, or peer observation templates to maintain interest and strengthen the self-perception of teaching competence throughout the degree.

Finally, the minimal gender differences suggest that the programs are achieving more equitable training. However, continued efforts to develop coeducational and stereotype-free environments, especially in disciplines traditionally marked by gender bias such as gymnastics, remain essential to foster inclusive attitudes and equal opportunities among future educators.

4.2. Limitations

One of the limitations of this research lies in the limited representativeness of the sample, as the participation of only one university does not allow for generalization of the findings. Additionally, a more balanced gender distribution would be desirable, although it is important to consider that male students are generally more represented in PASS degree programs. Contextual variables, such as students’ prior experience, the educational or performance-oriented approach to gymnastics content, or the use of objective records for data collection, could also be considered.

Therefore, these findings provide an approximation to the object of study and suggest future research lines that could include a greater number of participating universities, differentiation among universities from various countries, or the perceptions and experiences of university gymnastics faculty. All of this aims to design specific training strategies to address the identified deficiencies by all agents involved in the teaching–learning processes of gymnastics, ultimately improving the acquisition of professional teaching competencies.

5. Conclusions

The main conclusions of this research analyzing the initial specific training in gymnastics from the perspective of PASS students are as follows.

Although future PASS professionals perceive enough levels of training in gymnastics, they face significant challenges related to the teaching ability to effectively implement curricular adaptations for individuals with special needs in gymnastics skill-learning situations.

In this regard, despite the presence of specific training as a key tool for promoting inclusion in PASS degree programs, greater attention seems necessary to these competencies in initial training to improve the effectiveness of curricular adaptations that future professionals will need to address in their classrooms. For this purpose, training and the implementation of innovative teaching methods such as flipped classrooms, gamification, or role-playing, along with adequate institutional support, are essential to enhance their preparation and effectiveness in comprehensive gymnastics teaching. Additionally, the incorporation of practical workshops on curricular adaptations in gymnastics or the inclusion of experiential learning modules simulating real classroom adaptation scenarios could be effective and complementary strategies in specific initial training.

No differences were found in the perceptions of acquisition of gymnastics teaching competencies regarding gender, despite gymnastics disciplines being culturally associated with the female gender. However, concerning the students’ year of study, those who have just completed the specific gymnastics training feel more prepared than students in higher courses.

Future PE teachers need to develop a set of meaningful and internalized professional knowledge, skills, and attitudes throughout their training to teach gymnastics effectively. This includes the development of methodical thinking, the ability to work both collaboratively and individually, and the effective application of acquired knowledge.