Judo as an Agent of Social Transformation through Quality Physical Education

Abstract

Introduction: This article analyzes the potential of judo as curricular content to promote socio-educational transformation through Quality Physical Education (QPE), understood as an inclusive, safe, and learning-oriented practice capable of fostering coexistence, self-regulation, and comprehensive training. Methodology: A narrative review was conducted in academic databases (Scopus, Web of Science, SciELO, and Redalyc), organizing the evidence through thematic analysis and pedagogical relevance criteria to link judo, QPE, and socio-educational dimensions. Results: The synthesis identifies that judo can be associated with motor improvements and psychosocial factors in childhood, and contribute to character education and human rights approaches when there is teaching intentionality. Likewise, it is confirmed that formative assessment, initial assessment, and initiation approaches based on constraints strengthen inclusion, safety, and participation; however, their impact depends on the pedagogical model and the Latin American context. Conclusions: Judo is relevant to EFC if it is implemented with explicit formative goals, safe progressions, adapted tasks, and assessment for learning; more robust school studies are needed that measure coexistence, inclusion, and self-regulation and consider pedagogical moderators