The purpose of this study was to evaluate the impact of physical education on the holistic development of high school students in Colombia. A quantitative descriptive approach was adopted under the positivist paradigm framework. The methodology implemented consisted of a survey of 32 physical education teachers, using a questionnaire validated by specialists and with high reliability (α = 0.988). The data were analyzed using SPSS v21. The findings indicated that physical education contributes positively to the emotional, physical and social dimensions of students, although deficiencies were identified in the cognitive aspect. In conclusion, the importance of modifying pedagogical strategies to strengthen these weak areas is highlighted, which will establish a firm basis for future interventions and improvements in secondary level physical education in Colombia.

Keywords: physical education, physical functionality, cognitive functionality, affective functionality, social functionality.

The role of physical education is essential in the complete development of students, as it not only improves their physical skills, but also enriches their cognitive, emotional and social abilities in a comprehensive manner. This discipline is key to fostering healthy lifestyle habits, positively impacting both the physical and mental health of students through constant participation in varied physical activities.

According to Mujica (2019), physical education also promotes skills such as teamwork and leadership. Students who regularly engage in physical activities learn to work together to achieve common goals, developing crucial competencies such as collaboration, leadership, and conflict management. In addition, this discipline increases self-esteem and confidence, helping students feel good about themselves and forge a positive body image. Rodriguez et al. (2020) emphasize that physical education also fosters inclusion and equity through well-structured programs that provide equitable opportunities for all students, regardless of their skill level or physical condition, to participate safely and effectively in physical activities.

Bernate et al. (2020) argue that the relevance of physical education is centered on its integral contribution to the growth of students, its essential role in promoting healthy habits and its effectiveness in developing important skills such as teamwork, leadership and strengthening self-esteem. The regular and adequate implementation of physical education in educational institutions is fundamental for the development and well-being of students.

From a neuroscience perspective, important findings have been obtained about the significant impact of physical education on the overall development of students. Research highlights that physical activity brings multiple benefits, including the improvement of cognitive functions thanks to increased cerebral blood flow, which optimizes attention, concentration, memory and spatial thinking skills (De La Cruz-Urrutia, 2020). In addition, regular exercise has been proven to decrease the risk of chronic diseases such as obesity, diabetes, heart problems and stroke. On the other hand, Weiss et al. (2020) indicate that physical activity improves mood by reducing stress and anxiety levels, and improves sleep quality.

According to Rodriguez et al. (2020), physical education is crucial not only for the physical and mental well-being of students, but also for the development of important social skills. Participation in physical activities provides students with the opportunity to collaborate in teams, exercise leadership, and improve their conflict resolution skills. According to Palacios & Perozo (2020), physical activity has been shown to be beneficial for neurogenesis and neuroplasticity, enhancing the brain's ability to learn and adapt. In addition, the release of endorphins during physical exercise has a positive impact on mood.

These considerations underscore the value of physical education as a crucial subject, which contributes significantly to the holistic development of students, encompassing physical, cognitive, emotional and social aspects. Therefore, it is argued that physical education is an essential subject in the secondary education curriculum, playing an important role in the holistic development of young people in the physical, cognitive, affective and social domains.

Posso-Pacheco et al. (2020) emphasize the importance of teachers' attitudes in fostering a well-rounded education that not only focuses on academic development, but also on the physical, emotional, social and cognitive dimensions of students. It is essential that educators demonstrate empathy and respect for the unique experiences of each student, valuing diversity as an enriching element in the classroom. A holistic approach to teaching allows for the creation of balanced activities that promote the holistic development of students.

Bernate (2021) emphasizes the importance of stimulating curiosity and the desire to learn in order to develop critical thinking. Teachers can motivate students to inquire, explore and discover, favoring deep learning. In addition, fostering social-emotional skills, such as empathy, effective communication and conflict management, is key to forming emotionally balanced and socially competent individuals.

Garrido & Paul (2020) consider it vital to promote autonomy in students. Offering them opportunities to make decisions, set goals and reflect on their progress promotes self-regulation and responsibility in their learning. A collaborative and open communication environment between students and teachers strengthens relationships and mutual support, contributing to an integral and enriching development.

On the other hand, Vega-Caro (2021) points out that students' perceptions of physical education can vary widely. Some may see it as an opportunity to enjoy physical activities, socialize and improve their well-being, while others may have a less positive perspective. Casimiro et al. (2014) suggest that, to foster a positive perception, it is crucial to diversify activities and adapt them to different interests and abilities, promoting inclusion and contextualizing activities in a relevant way.

Posso et al. (2020) advocate focusing on personal development rather than competence. Flix (2020) highlights the importance of open communication, while Reyes et al. (2020) emphasize the value of support and recognition. These approaches can make physical education classes more engaging and meaningful, contributing to a more positive educational experience. This study aims to evaluate the functionality of physical education in the integral development of high school students in Colombia, considering all these perspectives.

1.1 Physical Education 

Physical education, as an academic discipline, focuses on the holistic development of the individual through active participation in physical activities, sports and various exercises. This educational field aims to promote the physical, mental and social well-being of students, providing them with the opportunity to perfect motor skills, improve their physical fitness, stimulate collective work, promote mental health and develop active and healthy life habits (Bernate, 2021).

Within the school environment, physical education includes a broad spectrum of activities, ranging from sports to aerobic exercises and outdoor practices. Its purpose transcends the mere improvement of physical fitness; it is also oriented to teach health, nutrition, team collaboration, and principles of sports ethics. Through their participation in these activities, students not only acquire skills and knowledge useful for their personal development, but also prepare themselves to lead a healthy and active life (Mujica, 2019).

1.2 Fundamentals of Physical Education

The foundation of physical education lies in the recognition of the interconnectedness between the physical, mental, and social well-being of individuals. This educational field is based on the understanding that active participation in physical activities and sports not only contributes to physical development, but also has significant impacts on mental health, social skills, and overall well-being (Piña et al., 2020).

Weiss et al. (2020) emphasize that a key aspect of physical education is to encourage an active and healthy lifestyle. This discipline focuses on instilling regular exercise practices and raising awareness of the relevance of maintaining physical fitness to prevent disease and improve quality of life. Additionally, De La Cruz-Urrutia (2020) argues that participation in sports and physical activities not only improves motor skills, but is also essential for social development. Through team collaboration and healthy competition, students gain social and ethical skills essential for their personal development.

On the other hand, Rodriguez et al. (2020) identify another important rationale: the beneficial effects of physical activity on mental health. The generation of endorphins during physical activity, as well as the possibility of releasing tension and improving mood, underline the crucial role of physical education in the emotional well-being of students. In summary, physical education is based on the idea that active participation in physical activities and sports is vital for the development of the whole person, contributing to both physical and mental health and fostering valuable social skills.

In this study, a research method based on the positivist paradigm and a quantitative approach was chosen. Acosta (2023) describes the positivist paradigm as an approach that perceives reality as an objective phenomenon, accessible through observation and experimentation. According to this view, the quantitative approach was applied to investigate and describe the phenomenon under study, using numerical analysis and evaluating the frequency of its occurrence.

The nature of the study was defined as descriptive, focusing on a detailed exploration of a specific aspect of education: the effectiveness of physical education in the integral development of high school students in Colombia. This methodological choice was made to obtain an exhaustive and detailed understanding of the context under study.

For data collection, a survey structured in a 36-item questionnaire, each aligned with a key indicator, was used. These indicators were selected based on the theory and objectives of the study. The questionnaire was administered to 32 physical education teachers from the department of Magdalena, Colombia, who met specific inclusion criteria, such as having a minimum experience of five years in the area, willingness to participate in the research and continuous academic activity in the region.

The validation of the questionnaire was carried out through content review by five experts in education with doctoral degrees and experience in physical education. The reliability of the instrument was evaluated using Cronbach's Alpha coefficient, obtaining a high reliability value of 0.988. The data collected were analyzed using SPSS version 21 statistical software, ensuring a rigorous methodological process that guarantees the validity and reliability of the results.

In the following section, the results of each of the dimensions investigated are detailed in detail, breaking them down into the indicators that are most relevant and significant for the purposes of this research. This rigorous and thorough approach provides a deeper understanding of the complexities and particularities of each dimension evaluated. By breaking down the results into specific indicators, it facilitates the detection of patterns, trends and areas of strength or weakness in relation to the key elements considered essential to the study.

The way in which these results are presented is designed to offer a clear and comprehensive perspective of the data collected, providing readers with a valuable opportunity to interpret and analyze each indicator within the broader framework of the dimensions assessed. This structuring of the results promotes transparency and facilitates access, allowing for a more informed assessment of the conclusions and recommendations that emerge from the study.

Table 1.
Cognitive functionality of physical education

Indicators	Alternative answers
	Always		Sometimes		Never
	Fr	F%	Fr	F%	Fr	F%
Concentration	2	6.25	8	25,0	22	68,0
Memory	7	21.8	12	38.4	13	40.6
Spatial thinking	15	45.8	12	38.4	5	15.6

Table 1 shows an in-depth analysis of how physical education affects cognitive function, focusing on instructors' pedagogical techniques. One notable finding is that 68% of teachers report that their activities are rarely designed to improve concentration, highlighting a clear area of improvement in focus and attention during physical exercise.

Regarding memory, the results show a wide variety in teaching practices. Some 40.6% of teachers acknowledge that their teaching infrequently focuses on students' memory and retention, while 38.4% do so from time to time and 21.8% always include this purpose in their activities. These data indicate a remarkable diversity in how memory is addressed in physical education classes. Regarding spatial thinking, 45.8% of teachers claim to actively promote this skill, which shows a considerable concern for developing spatial skills. However, 38.4% do so only occasionally and 15.6% never focus on spatial thinking. These findings suggest the need for more specific and focused strategies to enhance spatial thinking in physical education.

Table 2.
Emotional functionality of physical education

Indicators	Alternative answers
	Always		Sometimes		Never
	Fr	F%	Fr	F%	Fr	F%
Self-esteem	20	62.5	12	38.4	0	0
Confidence	18	56.25	14	43.5	0	0
Ability to work in a team	20	62.5	12	38.4	0	0

According to the data in Table 2, 62.5% of the respondents affirm that physical education activities consistently improve students' self-esteem, while 38.4% think that this happens only occasionally. Regarding the development of confidence, 56.25% of respondents agree that physical and sports practices increase students' confidence, although 43.5% believe that this happens only in some circumstances. These differences in responses underscore the need for further research on how specific physical activities and interactions in sport may affect confidence building in students.

In terms of teamwork skills, 62.5% of participants indicate that physical activity and sport promote cooperation, but 38.4% note that this occurs only on certain occasions. These findings emphasize the beneficial effect of physical education on the development of collaborative skills and its crucial role in fostering teamwork among students. The results reveal the emotional and social influence of physical education on students, highlighting both its strengths and opportunities to improve its contribution to students' emotional and social well-being.

Table 3.
Physical Functionality of Physical Education

Indicators	Alternative answers
	Always		Sometimes		Never
	Fr	F%	Fr	F%	Fr	F%
Motor capabilities	16	50.0	16	50.0	0	0
Endurance	22	68.7	10	31.2	0	0
Coordination	15	45.8	17	53.1	0	0

Table 3 presents the results related to the impact of physical education on the physical development of students, detailing how pedagogical practices influence this aspect. According to the data, 50% of the teachers consistently focus their practices on the development of motor skills, while the other half do so occasionally. This balance indicates a variety of pedagogical methods applied to motor development in physical education.

Regarding the endurance indicator, the results show that 68.7% of teachers always focus on strengthening students' endurance, compared to 31.2% who do so only sometimes. The tendency to prioritize physical endurance reflects the importance that teachers attach to this essential element of physical development.

Regarding coordination, 53.1% of respondents state that they consistently promote collaboration among students, with 45.8% indicating that they do so regularly. These results highlight the significant focus on fostering coordination and collaboration during physical activities.

Table 4.
Social Functionality of Physical Education 

Indicators	Alternative answers
	Always		Sometimes		Never
	Fr	F%	Fr	F%	Fr	F%
Social skills	10	31.2	20	62.4	2	6.5
Communication	12	38.4	12	38.4	8	25.0
Conflict resolution	12	38.4	17	53.1	3	9.3

Table 4 displays the findings related to the impact of physical education on students' physical development, detailing how teaching methodologies affect this development. It is observed that 50% of the teachers always direct their teaching towards the improvement of motor skills, while the other 50% do so on certain occasions. This equal distribution indicates a variety in the pedagogical methods focused on motor development within the field of physical education.

Regarding the endurance indicator, the data indicate that 68.7% of the teachers always focus their strategies on enhancing students' physical endurance, in contrast to 31.2% who do so occasionally. This constant emphasis on endurance underscores the importance that educators give to this vital aspect of physical development.

On the other hand, with respect to the coordination indicator, 53.1% of respondents say that they constantly promote cooperation among students, and 45.8% do so on a regular basis. These results highlight the significant dedication to cultivating coordination and teamwork within the framework of physical activities.

The findings of this study highlight areas of improvement in cognitive functionality within physical education, which contrasts with the view of Piña et al. (2020). These authors highlight the vital role of physical education in enriching mental capacities crucial for learning and academic performance. A key capacity is attention, which benefits from physical activities that demand concentration and coordination. This suggests an imperative need for educators to implement methods that simultaneously develop physical and cognitive skills. Physical activities that integrate sequence memorization, game strategies, and coordination challenges, for example, can be effective tools for strengthening cognitive function while improving physical fitness. Adopting a holistic approach to physical education, encompassing both physical and cognitive development, is essential to maximize the positive impact on students' holistic growth.

The perspective of Bernate et al. (2020) highlights that physical education goes beyond the purely physical, significantly impacting on improving concentration. They argue that physical activities, by requiring focused and sustained attention, are instrumental in helping students develop the ability to stay focused on a specific task. This ability to concentrate acquired in the sports context has valuable applications in other academic fields, improving students' overall performance in a variety of disciplines. This holistic approach highlights how physical education not only strengthens the body, but also the mind, preparing students for success in multiple aspects of their educational and personal lives.

Garrido & Paul (2020) highlight that physical education has a positive impact on memory, an essential element in cognition. According to their analysis, regular participation in physical activities not only improves short-term memory, but also has beneficial effects on long-term information retention and retrieval. This strengthening of memory is a key factor in the educational process, as it facilitates the consolidation and recall of concepts and experiences. Therefore, experiences in physical education contribute significantly to the cognitive development of students, not only in their physical capacity, but also in mental skills fundamental to their academic performance and overall learning ability.

Vega-Caro (2021) highlights the positive impact of physical education on the development of spatial thinking, an essential cognitive skill for processing and manipulating visual information in the environment. Activities that require motor coordination and spatial awareness foster this ability, which is crucial not only in the sports context, but also in academic settings. Spatial thinking, enhanced by physical practice, translates into tangible advantages for the understanding of subjects such as mathematics and science, and plays an important role in the ability to solve complex problems. This approach demonstrates how physical education can be a valuable tool for the comprehensive development of cognitive skills that are applicable and beneficial in diverse areas of knowledge and students' daily lives.

Physical functionality emerges as an area of strength in the study results, reflecting a clear commitment on the part of educators to focus on the comprehensive physical development of students. Flix (2020) underscores the crucial importance of physical education in promoting the development of essential motor skills, including strength, endurance, flexibility, and coordination. This emphasis on the development of fundamental motor skills is essential, as it not only improves students' overall physical fitness, but also provides them with the necessary foundation for an active and healthy lifestyle. Furthermore, the development of these motor skills has positive implications beyond the physical realm, contributing to overall well-being and success in other activities that require body control, discipline, and concentration.

Vega-Caro (2021) points out that the promotion of strength in physical education is fundamental to improve the ability to perform daily activities more effectively. This focus on strengthening muscles not only prepares students to face varied physical challenges, but also establishes a robust foundation for overall health and physical ability. On the other hand, endurance, another key aspect developed in physical education, increases the body's ability to withstand prolonged exertion. This capacity is vital not only in sporting contexts, but also for general physical well-being, allowing individuals to perform daily and sporting activities with greater endurance and less fatigue. These benefits of physical education on strength and endurance demonstrate its integral role not only in sports development, but also in promoting a healthy and active lifestyle for students.

Rodriguez et al. (2020) highlight the importance of flexibility in physical education, emphasizing its essential role in increasing range of motion and injury prevention. Teachers' attention to this aspect is crucial, since, by encouraging flexibility, students develop greater agility and movement capacity. This improvement is not just limited to sports practice; it also has a significant impact on the efficient performance of everyday activities. By improving flexibility, students can perform tasks with greater ease and less risk of injury, which contributes to a better quality of life both in and out of the sporting arena. Therefore, physical education, by addressing flexibility, not only enriches athletic performance, but also prepares students for a more active and healthier lifestyle.

Mujica (2019) emphasizes the crucial role of physical education in improving coordination, an essential motor skill. According to his perspective, systematic physical activities and sports significantly increase the body's ability to execute movements harmoniously and precisely. This skill transcends the sporting arena, as better coordination has positive effects on the performance of daily activities. By perfecting coordination, students not only improve in specific sports, but also acquire greater dexterity in everyday tasks that require precision and agility. Therefore, physical education, by enhancing coordination, prepares students to face physical challenges both in sports contexts and in their daily lives, resulting in a more holistic overall well-being and greater efficiency in various activities.

The analysis of emotional functionality in physical education reveals its benefits beyond the merely physical, as indicated by Flix (2020). This author points out that physical education contributes significantly to the integral development of individuals, positively impacting their emotional and social aspects. Active participation in physical activities not only leads to bodily improvement, but is also essential in the development of emotional components and key social skills.

P Posso et al. (2020) emphasize the importance of physical education in fostering self-esteem. The various physical activities offer students opportunities to discover and improve their skills and strengths, leading to a more positive perception of themselves. This improvement in self-esteem, achieved through personal successes in the physical realm, is fundamental to increasing self-confidence, providing students with a solid foundation to face challenges in various areas of their lives.

Mujica (2019) adds that physical education also promotes self-confidence. By learning and mastering new skills, overcoming physical obstacles, and participating in activities that demand effort and perseverance, students develop an inherent confidence in their abilities. This self-confidence gained in the physical context becomes a valuable resource that students can apply to academic, social, and professional challenges, thus expanding the scope and positive influence of physical education on their personal and emotional development.

Piña et al. (2020) highlight the importance of physical education in promoting teamwork skills. Sports activities and cooperative exercises teach students to collaborate, communicate efficiently and value working together. These skills, fundamental in sports contexts, are also applied in a variety of life situations, equipping students for effective interaction and collaboration in teams and communities.

In terms of social functionality, the findings of the study reflect a considerable advantage, supported by the theory of Palacios & Perozo (2020). They point out that physical education has a positive effect beyond the physical aspect, significantly influencing the development of key social skills. Among these, they highlight effective communication, cooperation and conflict resolution, vital skills for a harmonious and successful coexistence in society.

Casimiro et al. (2014) emphasize the role of physical education in improving communication skills. Participation in physical activities involves constant interactions, whether in team sports or collaborative exercises, providing an ideal environment for developing both verbal and nonverbal communication. This context facilitates students learning to express themselves clearly, coordinate with others, and be receptive to their peers' communicative cues, which is essential for the development of effective communication and the building of strong interpersonal relationships.

Posso et al. (2020) emphasize that cooperation is an essential dimension that is reinforced through physical education. Participating in team games and sports empowers students to work together toward common goals. Effective collaboration, fostered through regular practice of physical activities, teaches students to value individual contributions within a team. These cooperative experiences go beyond sport and become collaborative skills applicable in a variety of social settings.

Finally, Reyes et al. (2020) argue that conflict resolution is a critical competency developed in physical education. Sport competition and participation in physical activities often present challenges and situations that demand effective conflict management. Students learn to negotiate, seek fair solutions, and develop problem-solving skills. These skills are fundamental to establishing and maintaining healthy social relationships. Physical education, by providing a setting for practicing and enhancing these skills, plays a significant role in preparing students to interact constructively and harmoniously in society.

This study shows that, although physical education teachers strive to promote the emotional, physical and social development of students, significant deficiencies are detected in the cognitive aspect. This gap may be due to the traditional view of physical education, focused primarily on physical well-being, which has possibly limited attention to cognitive development. Historically, this perspective may have influenced the lack of strategies and resources aimed at strengthening cognitive skills.

In addition, pressure in the educational system to focus on standardized test scores and traditional academic subjects may have shifted the focus of physical educators, relegating cognitive development to the background. This dichotomy between academic expectations and physical education goals may have prevented the effective integration of cognitive elements into physical education classes.

It is crucial to consider the importance of greater interdisciplinary collaboration. Synergy between physical education teachers and experts in cognitive development could significantly enrich the curriculum, incorporating strategies and practices that strengthen the cognitive aspect in physical education.

Ongoing teacher training in this area is equally vital. Offering professional development programs that focus on integrative pedagogical strategies may be fundamental to overcome the cognitive deficiencies observed.

In conclusion, the challenges identified in physical education, including historical factors, academic pressures, lack of interdisciplinary collaboration, and professional development needs, must be addressed to achieve a more holistic and integrative approach to physical education. By recognizing and addressing these areas, the impact of physical education on the holistic development of students can be significantly improved.

 

Limitations: This study has limitations related to geographic bias due to its focus on a single location, which could restrict the generalizability of the results. In addition, the impact of sample bias on the findings must be considered, as responses may not reflect a wide range of perspectives in the field of physical education. The self-report methodology also introduces susceptibility to personal bias and variability in the interpretation of the questions. Diversity in the implementation of physical education among different educational institutions adds another layer of complexity. External factors such as changes in educational policies and variations in participants' interpretation of 'holistic development' may also influence the results.

Contribution to scientific knowledge: he contribution of this study to scientific knowledge lies in its systematic and thorough evaluation of the effects of physical education on the integral development of students. By focusing on how physical education impacts factors such as emotional health, self-esteem and social skills, this study highlights the value of this discipline beyond its purely physical aspects. These findings underscore the relevance of incorporating a holistic approach to physical education, recognizing its role not only in improving health and physical performance, but also in strengthening emotional well-being and social competencies, which constitutes a significant contribution to the understanding of physical education as an integral component in students' general education.

Conflicts of interest: The author declares that he/she has no conflicts of interest.

Author Contribution:
De Leon Marin, L. M.: Conceptualization, Formal analysis, Methodology, Research, Supervision, Writing - original draft, Writing: revising and editing.

Informed consent: Informed consent was obtained from all subjects involved in the study.

Data availability statement: Not applicable