Physical education as well as sports is human activity that supports holistically the development of individuals. Sport is recognized as an individual activity that provides the opportunity for self-knowledge, self-expression and fulfillment of personal achievement. Sport support skill acquisition and demonstration of skill, a joyful life, a well-being state and a good health. Moreover, sport also involves us in a collective effort to pursue human excellence, giving us the real opportunity for social interaction. Followed by discipline, sport becomes a source of pleasure, but more than that, sport brings inspiration to individuals, brings them together through their cultures and differences, for a common purpose, thus creating bonds where previously there were social divisions. Besides all its attributes, from a social-constructionist paradigm, sport can contribute to the prosperity of society and can stimulate friendships between nations, at the same time calling for co-responsibility. Starting from responsibility as a social value, we thus understand how sport is the environment responsible for the application of rules and for adherence to moral and ethical values, such as respect for the dignity of the person, in a reciprocal way, solidarity, equity, fairness, transparency. The present paper comes to briefly approach, from a theoretical point of view, the importance of ethics at the level of sports, and to highlight those ethical values ​​(through a selection of ethical principles) on which the sport practice is based, through the lens of international specialized literature.

The main purpose was to identify the formative perception of disciplines studied within the bachelor programs in Physical Education and Sports (PES) on the professional competence provided in the qualification sheets of the National Register of Qualifications in Higher Education (NRQHE) for the occupational qualification of Physical Education Teacher in primary and secondary education levels. Ranking the disciplines outlined in the Romanian Agency for Quality Assurance in Higher Education standards for the program in PES based on their impact on professional competencies (PC). 412 teachers: 284 junior teachers group (JTG) and 128 permanent teachers group (PTG). Online was filled out the Questionnaire (QAFISPES) for assessing the ranking of the disciplines provided in the Romanian Agency for Quality Assurance in Higher Education standards on PC in PES, structured on 3 subscales corresponding to the typology of the disciplines: fundamental, PE field, and specialized. For the Fundamental Disciplines subscale, the highest score per rank was recorded by PES Theory and Methodology at 6.66 points; Basic Gymnastics had 5.75 points. For the subscale PE field disciplines, the greatest impact for PC in PES: the Theory and Practice of Athletics 11.25 points, the Theory and Practice of Gymnastics 11.08 points. For the subscale Specialized Disciplines, the most relevant contributions were made by the Methodology of Teaching Athletics in Schools 12.16 points, and the Methodology of Teaching Gymnastics in Schools 11.83 points. Establishing a hierarchy of disciplines based on their formative significance facilitates the optimal allocation of instructional hours within the bachelor's program's Physical Education and Sports (PES) curriculum.