The aim is to analyze significant improvements in the perception of teaching competences in Physical Education. An intervention was carried out based on the Model of Teacher Self-efficacy by Bandura (1986) and the statute of the co[1]subject by Not (1987), in the subject of Teaching-Learning Processes in the 2018-2019 academic year (Degree in Physical Activity and Sports Sciences, UCLM). A descriptive, quantitative, correlational and cross-sectional method was used, involving 104 students (74 men and 30 women). Expectations of achievement, without distinction of gender, were found in the performance of the following teaching competences: creative potential with institutional support, mastery of teaching techniques and active personality with metacognitive teaching capacity. The conclusion is reached that it is possible to modify expectations of action in teaching giving priority to the personal and professional evolution of the future teachers, regardless of gender and the role played by society. A new line of research which needs to be studied in greater depth.