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Aparicio Herguedas, José Luis Rodríguez Medina, Jairo González Hernández, Juan Carlos Fraile Aranda, Antonio 2023-03-01T13:58:37Z 2023-03-01T13:58:37Z 2020 Sustainability, 2020, Vol.12, Nº. 22, 9668 2071-1050 https://uvadoc.uva.es/handle/10324/58809 10.3390/su12229668 9668 22 Sustainability 12 2071-1050 This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education. eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © 2020 The Authors Atribución 4.0 Internacional Atribución 4.0 Internacional Teaching and Teacher Education Docentes - Formación Assessment, Testing and Evaluation Docentes - Capacitación Docentes - Evaluación Physical education and training Educación física - Estudio y enseñanza Teaching skills assessment in initial teacher training in Physical Education info:eu-repo/semantics/article