The main aim of this essay is to stimulate the reflection on the promotion of resilience in school mediated by the intervention of the physical educator in school. We base our arguments on previous scientific evidences as well as on our own observations derived from our teaching experience. Initially we presented the psychosomatic perspective for body identity development. This is necessary preliminary information for further argumentation. We conceptualize trauma and resilience and argue that physical activities and experiences are sources for longitudinal compensation for gaps on body identity. Our argumentation ends with the differentiation between trauma perpetuation and body identity development. We suggest that physical education teachers are resilience tutor par excellence.
Physical education; resilience; body image