The main purpose of this document is to reflect on the motor development of children in elementary school, based on the pedagogical experiences of rural teachers in the area of Physical Education, Recreation, and Sports (PERS) considering several categories such as teacher training, teaching methodologies, the diversity of the context, and the evaluation of motor skills development. From the analysis of rural teachers' experiences revealed through their pedagogical practice, it is evident that the teacher faces challenges such as limited resources and infrastructure, diverse levels and ages of students, and lack of teacher training and professional development. However, there are also great opportunities, such as the environment and local knowledge, which the teacher must effectively utilize to integrate with the methodologies of the teaching curriculum. Despite the challenges rural teachers face in carrying out physical activity practices with their students they manage to connect the group of learners with the nature of their surroundings, strengthening values such as teamwork and respect. Additionally, they promote physical and emotional well-being and the development of essential life skills such as discipline, perseverance, and effective communication, forming a solid foundation for holistic education.