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ABSTRAC
This study aimed to analyze the role of physical education teachers in the dissemination and implementation of the Public Policy for Older Adults in Panama 2024–2030, “For Healthy Aging for All,” considering aspects related to movement, self-efficacy, and willingness to participate in actions aimed at healthy aging. The scope of the research focused on understanding teachers' perceptions of this public policy and their potential contribution from the educational and community spheres. The research was conducted using a quantitative approach, with a non-experimental, cross-sectional design. Data was collected through a survey, using a digital questionnaire structured around six dimensions and validated using Cronbach's alpha coefficient. The sample consisted of 63 physical education teachers. The data were analyzed using descriptive statistics and Spearman's rank correlation coefficient. The main results showed high levels of reliability for the instrument, as well as positive assessments in the dimensions of movement as an indicator of well-being, perception of the teacher's role, and self-efficacy to act. Furthermore, positive and statistically significant correlations were identified between the perception of the teacher's role, the value placed on movement, and the willingness to participate in actions related to healthy aging. It was also observed that, despite existing institutional and training barriers, teachers maintain interest and a willingness to engage in these types of initiatives. In conclusion, the findings suggest that physical education teachers could play a relevant role in operationalizing public policy from preventive, educational, and community-based perspectives, provided there are greater opportunities for training, institutional collaboration, and operational support.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
