Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education

in Journal of Teaching in Physical Education
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  • 1 University of Toronto, Canada
  • 2 University of Greenwich, UK
  • 3 University of Exeter, UK
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The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.

Faulkner is with the University of Toronto, Dept. of Phys. Ed. and Health, 55 Harbord Street, Toronto ON, M5S 2W6, Canada. Colin Reeves is with Greenwich University School of Education and Training, Bexley Road, Eltham SE9 2PQ, UK. Sue Chedzoy, School of Education and Lifelong Learning, University of Exeter, Heavitree Road, Exeter EX1 2LU, UK.

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