Fears and perceptions of the application of formative and shared assessment by a novice physical education teacher

Formative and shared evaluation (FSA) implies a methodological change in the teaching-learning process, allowing students to be active agents of their own learning. Students emphasize what and how they are learning, generating more conscious and solid situations. However, introducing it in Physical Education (PE)sessions is an arduous task, due to its complexity and conception, from which difficulties arise for its optimal implementation. This research, with a qualitative paradigm and autoethnographic approach, has the following objectives: a) to identify fears and insecurities of a novice PE teacher in the implementation of (FSA), as well as the difficulties encountered; and b) to analyse the participation and involvement of students because of the implementation of F&SE. The categories of analysis that structure this research are a) fears and insecurities shown by students and teachers because of its implementation and development; and b) student involvement and motivation as a consequence of its development and how it affects their teaching-learning processes. The results obtained have been the causes of reluctance towards the methodology, and the students' identification of the benefits of using the methodology to improve their learning.