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At the middle school level, students' ability to make good decisions is considered fragile, due to their greater impulsivity, compared to other stages of human development. In contrast, at this age, students perform rapid perceptual and motor decision-making tasks as well as adults, for example recognizing a signal on a screen or reacting to an image. In general, when emotional elements are introduced, students' performance becomes weaker. Some authors believe that at this stage the most intense feelings take place, materializing in the desire for affirmation, self-confidence, adverse reactions to parents' wishes, stubbornness and impudence. Thinking is in full development, and is based on analysis, synthesis, comparison and generalization. Self-concern appears, interest in oneself awakens and the spirit of observation and criticism develops. Decision-making is an intrinsic factor of everyday life. Within school activities, students have to make decisions at every step. However, the school curricula of compulsory subjects in the gymnasium do not specify anything expressly regarding the development of decision-making capacity. In general, it is considered that this ability develops simultaneously with the cognitive and emotional development of the student. The aim of the article is to highlight the potential of school physical education, in order to develop decision-making capacity in students in middle school. Our main arguments refer to the infinity of practical situations offered to students in the practice of this discipline, situations that involve multiple variables.