The present study analyzes the didactic intervention in Physical Education classes during three school cycles, through participant observation applied to 12 teachers and 1,435 primary school students, taking into account the following variables: the use of time, the performance of the teacher in the teaching-learning process and the student's performance in their activities. In addition, significant differences were found between the school cycles regarding the time dedicated to the task, in the organization of materials and in attention to corrections. Significant differences were also observed by gender and by years of seniority in some sub-aspects. As a conclusion, it is affirmed that teachers in their didactic intervention dedicate very little time of motor commitment and to the task; the use of traditional methodologies persists and the students have little active participation and a sufficient change is not perceived in the teaching work through three school cycles.