Planning and assessment by teachers of physical education classes in elementary school

Objective: to identify types of planning and assessment methods employed by teachers in Physical Education (PE) classes. Methods: transversal study involving the participation of 32 PE teachers from elementary schools of the public school system, with at least 5 years of experience, answered a questionnaire with twelve opened questions about planning, assessment and experience practice, adapted from Luguetti (2010). The responses were verified through the method of content analysis and categorized to present the data considering the frequency of them. Results: teachers are concerned about the importance of planning and assessment in PE classes to improve cognitive, motor and social development aspects in their students. However, the majority of teachers' planning are based on the social aspect. Moreover the most used assessment method is observational without register. Conclusion: most of the participating teachers do not apply evaluations with registration and only consider the observation as students evolution during classes, which makes it difficult to follow the learning process and didactic-pedagogical planning.