Dimensions of Meaning in Physical Education—Voices from Experienced Teachers

Background: Meaningful Physical Education (MPE) emphasizes six pedagogical dimensions, social interaction, enjoyment, fair challenge, motor competence, personally relevant learning, and enduring satisfaction, that contribute to students’ motor and emotional development. This study explores how experienced in-service Physical Education (PE) teachers perceive their capacity to foster these dimensions in their daily teaching practice. Methods: A qualitative, interpretative study was conducted through semi-structured interviews with 14 PE teachers (≥10 years of experience) from primary and secondary schools in Spain. A validated interview protocol, structured around the six MPE dimensions, guided data collection. Transcriptions were thematically analyzed using an inductive–deductive coding approach. Results: Teachers described strategies to promote social cohesion, engagement through playful experiences, and differentiation to achieve fair challenges. They emphasized the importance of visible motor progress and emotional safety, and highlighted that when students perceive lessons as relevant, their motivation and long-term adherence to physical activity increases. Although teachers recognized challenges in implementing all dimensions simultaneously, they valued MPE as a guiding framework. Conclusions: The findings support MPE as a feasible and pedagogically rich model in real school contexts. Promoting these dimensions appears to be critical in fostering students’ sustained participation in physical activity and supporting their holistic motor development.