Soft skills development in initial teacher education in physical education: systematic review

Abstract

Developing soft skills is a fundamental component of teacher education, particularly in disciplines characterised by high levels of pedagogical interaction, such as Physical Education. Skills such as empathy, leadership, and emotional self-regulation are essential for effective teaching and the establishment of positive relationships with students. This study aimed to identify which soft skills are developed during the initial training of Physical Education students. A systematic review (PRISMA), including articles in WoS, Scopus, SportDiscus, and ERIC, from their inception through 2025. 17 articles met the inclusion criteria and were classified accordingly to their methodological design and evaluation approach. The findings indicate that the most prominent dimensions were emotional and social, focusing on self-regulation, empathy, communication, and collaboration. Relevant competencies emerged, such as critical thinking, social awareness, conflict resolution, and leadership. Evidence suggests that these skills are primarily developed through practical, reflective, and active learning methodologies. The discussion highlights that initial teacher education in Physical Education provides structural and pedagogical conditions conducive to strengthening these competencies, provided they are intentionally integrated into the curriculum. The affective-relational approach should be consolidated as a central axis of teacher education, closely linked to professional practice and oriented towards future educators’ ethical, critical, and collaborative development.