Sport involves values that are key to the development of society and that can be used for the education of youngsters. Pierre de Coubertin, when establishing the Olympic Movement, one of the foundations of modern sport, argued that sport should be used as a mean to teach such values that are indispensable to life in society. In the Olympic values, daily sports practice encompasses several activities, becoming an important tool for a comprehensive education of youngster. Therefore, in physical education classes, teachers can pass on to students’ values such as discipline, respect, dedication, persistence, development of group work, healthy lifestyle, coexistence with interpersonal differences, inclusion, and the broadening of life perspectives. The practice of sports at school is, above all, affective, and from the values transmitted in this environment, a culture is created that youngsters take with them for life. These values and the skills, mentioned before, are part of what we now call socioemotional skills, which are part of the Common National Curriculum Base (BNCC), the mandatory national reference for schools to develop their educational projects, and is committed to the full development of students. The purpose of this article is to show how sport, through Physical Education classes at school - and the values of Olympism integrated into it - collaborates for the integral development of youngsters, considering their physical, emotional, intellectual, and social development and meet the new pedagogical requirements of the BNCC.