This study was conducted to assess the level of stress and efficacy at the entry and exit of a traditional student-teaching experience in physical education. Significant positive changes during student teaching were illustrated on these stress variables: role ambiguity, role overload, role preparedness, and illness symptoms. No significant changes were made in personal teacher efficacy (PTE) and general teacher efficacy (GTE) during the course of the study. No significant relationships were found between the other dependent variables (gender, teaching level, prior field experiences) and stress/efficacy scores. Correlations were also reported between the majority of stress variables with personal teacher efficacy. Implications of the findings for student teachers and induction teachers are discussed.
Paul C. Paese and Steve Zinkgraf
Gay L. Timken and Jeff McNamee
The purpose of this study was to gauge preservice physical education teachers’ perspectives during one physical activity pedagogy course, teaching outdoor and adventure education. Teacher belief, occupational socialization and experiential learning theories overlaid this work. Over three years 57 students (37 males; 20 females) participated in the course. Each student wrote four reflections during their term of enrollment based on semistructured questions regarding their own participation, thoughts on K-12 students, and teaching and learning in physical education. Reflections were analyzed using constant comparative methods. Three main themes emerged from the data: 1) fear, risk and challenge, (subthemes of skill and motivation; self-awareness); 2) lifetime activity; and 3) teaching physical education (subthemes of K-12 students; curriculum). Implications for physical education teacher education suggest the inclusion of novel physical activities that elicit strong emotional responses due to challenges with perceived and/or actual risk as a viable method for inducing belief change.
Athanasia Chatzipanteli, Nikolaos Digelidis and Athanasios G. Papaioannou
The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.
Natalie J. Lander, Lisa Hanna, Helen Brown, Amanda Telford, Philip J. Morgan, Jo Salmon and Lisa M. Barnett
Competence in fundamental movement skills (FMSs) is positively associated with physical activity, fitness, and healthy weight status. However, adolescent girls exhibit very low levels of fundamental movement skill (FMS) proficiency.
In the current study, interviews were carried out with physical education teachers to investigate their perspectives of: (i) the importance and relevance of teaching FMSs to Year 7 girls, and (ii) the factors influencing effective FMS instruction.
There were two major findings in the data: Year 7 was perceived to be a critical period to instruct girls in FMSs; and current teaching practices were perceived to be suboptimal for effective FMS instruction.
Apparent deficits in current FMS teaching practice may be improved with more comprehensive teacher training (both during physical education teacher education (PETE) and in in-service professional development) in pedagogical strategies, curriculum interpretation, and meaningful assessment.
Emily M. Jones, Jun-hyung Baek and James D. Wyant
The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.
Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.
Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.
Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.
Nicholas L. Holt, William B. Strean and Enrique García Bengoechea
There has been considerable debate regarding the delivery and outcomes of games experiences in physical education. In particular, the relative benefits of the Teaching Games for Understanding (TGfU) approach have been compared to traditional skill-drill approaches to games teaching. However, many discussions of TGfU have focused on cognitive and psychomotor learning outcomes, neglecting the affective domain. The purpose of this article is to review TGfU research, to present an extended TGfU model, and to suggest new avenues for future research and practice. Future research directions include consideration of learning with respect to cognitive, behavioral, and affective characteristics.
Inez Rovegno, Weiyun Chen and John Todorovich
The purpose of this study was to describe four accomplished teachers’ enacted pedagogical content knowledge of teaching hand dribbling to third grade children. We aimed to investigate and make accessible the knowledge and wisdom of practicing teachers. We videotaped three sequential lessons of each teacher and conducted formal and informal interviews. Three themes emerged from a grounded analysis of the data: (a) approaching dribbling content as a network of connected movements and tactics, (b) refining movement patterns based on knowledge initially acquired in younger grades, and (c) teaching the cognitive processes (learning orientation, self-regulation, movement and tactical analysis and critique, and making decisions) embedded in and relevant to lesson dribbling activities.
Terry L. Rizzo and Don R. Kirkendall
This study assessed the association between demographic attributes (gender, age, year in school, experience with students with disabilities, perceived competence in teaching students with disabilities, and academic preparation regarding individuals with disabilities) of undergraduate physical education majors and their attitudes toward teaching students labeled educable mentally retarded (EMR), learning disabled (LD), and behaviorally disordered (BD). Future physical educators (n = 226) were asked to complete the Physical Educators’ Attitudes Toward Teaching the Handicapped questionnaire, and 174 (77%) agreed. Data were collected on the first day of classes of a 16-week semester. Results from forward stepwise multiple-regression procedures showed that perceived competence and academic preparation regarding individuals with disabilities were the best predictors of favorable attitudes in general, and for EMR and LD. Results also showed that for BD, age and year in school were the best predictors of favorable attitudes. Thus, attitudes vary as a function of disabling conditions. The results provide evidence that there is a need to promote positive attitudes toward teaching individuals with disabilities.
Amaury Samalot-Rivera and David L. Porretta
The purpose of this study was to determine adapted physical educators’ perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura’s social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration.
Paul G. Schempp
Recent years have seen an increase in the amount of research activity devoted to teaching in physical education. The result of these efforts has been a substantial growth in the body of knowledge regarding movement pedagogy. Most of these undertakings have been completed with the natural science mode of inquiry as the research model. Thus, the natural science research paradigm has emerged as the dominant mode of inquiry and analysis for research on teaching in physical education. In spite of the major contributions made in the engagement of the natural science model, the subscription to a dominant mode of inquiry holds serious consequences in the development of any body of knowledge. The underlying assumptions of a paradigm pose limits to the knowledge to which one has access. Therefore, this paper offers an analysis of the assumptions embedded in the operationalization of the natural science research paradigm in order to illuminate their limitations for research on teaching in physical education. The assumptions of an alternative, qualitative paradigm are also identified and discussed in terms of their potential for researching beyond the limits of the natural science model. It was not the intent of this paper to declare one paradigm superior to any other, but rather to recognize the need for alternative perspectives in researching the phenomenon of teaching physical education.