DIDACTICS AS A TRANSFORMING MEANS IN THE PERSONAL RELATIONSHIPS OF PRIMARY BASIC EDUCATION STUDENTS THROUGH PHYSICAL EDUCATION.

Abstract

In this article, we define how physical education at the primary school level has a disruptive and transversal influence on interpersonal relationships. The systematic review was conducted using data from 2020–2025 in Scopus, ERIC, SciELO, and Google Scholar using the search terms teaching, physical education, interpersonal relationships, and school coexistence with combinations and Boolean connectors. Inclusion criteria were empirical communications, abstracts, and systematic reviews with full texts in foreign or Spanish that address physical education in primary school. Clinical, recreational, and other level studies were excluded. After applying this methodology, a total of 16 studies were selected, and their methodological quality was subsequently assessed using the CASP and STROBE checklists. Additional information was provided by the narrative synthesis and content analysis of the results. The results suggest that, through the implementation of didactic approaches such as cooperative learning, play pedagogy, and emotional education, values can be promoted and influenced at levels such as empathy, self-regulation, and group cohesion, resulting in more integrated socialization. It is concluded, therefore, that the application of intentional humanistic didactic approaches in physical education can foster inclusive and positive interpersonal relationships from an early age.