The text reflects on the teaching, learning, and assessment of motor skills from a competency-based approach rooted in corporeality and a socio-anthropological perspective. It questions how to teach students to learn in order to improve their motor quality, what the standards for such quality are, and how the learning process of a competency develops. From this viewpoint, evaluation is only meaningful if it contributes to improving learning (Schmelkes, 2014). Motor skills are understood as a human dimension oriented toward self-understanding and the development of a repertoire of actions that foster performance in daily life. Consequently, evaluation must fulfill a triple function: to improve motor teaching and learning processes, to strengthen motor learning, and to be carried out with social and emotional empathy.
