Content Acquisition Podcasts and Preservice Physical Educators’ Knowledge and Self-Efficacy Toward Teaching Students With Visual Impairments

in Journal of Teaching in Physical Education
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  • 1 University of Northern Iowa
  • | 2 University of New Hampshire
  • | 3 University of South Carolina
  • | 4 California State University, Long Beach
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Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.

McNamara is with the College of Education, University of Northern Iowa, Cedar Falls, IA, USA; Department of Kinesiology, University of New Hampshire, Durham, NH, USA. Brian is with the College of Education, University of South Carolina, Columbia, SC, USA. Bittner is with the Department of Kinesiology, California State University, Long Beach, CA, USA.

McNamara (scott.mcnamara@uni.edu) is corresponding author.
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