The aim of this study was to compare the percentage of Learning Units in Psychology of Physical Activity in the curriculum structure for the training of the degree (undergraduate) and graduate curricula in Physical Education versus Psychology offered in universities in Mexico. This study was descriptive and cross-sectional, it had an universe of 144 programs of study in Psychology and 68 in Physical Education. We found that percentage in graduate programs of Psychology is slightly higher (16.36) than Graduate programs of Physical Education (14.33). But by combining Undergraduate and Graduate, the percentage of Learning Units in the disciplines of Physical Education (3.13) triples the percentaje weight in Psychology (0.93).These results allow the conclusion that, as the axis of training curriculum, Psychology of Physical Activity and Sport has a greater presence in Physical Education than in Psychology, which means the need interdisciplinary and transdisciplinary of our object of study; the connection and interconnection of the Psychology and the study of Physical Activity and Sport. A problem found during this study which needs to be faced was the nomenclature of the different training programs from both the curriculum plans of study and the learning units, which can lead to national and international agreements on names, levels, load time and professional competences (or targets) to provide this type of analysis, but especially to facilitate academic exchange programs of students and teachers.
Psychology; Sport; Physical Education; Educational Assessment
