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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu

.e., the model depicted in Figure  1 ). Preservice PE teachers were recruited in this study as the corresponding findings may inform practitioners to develop preservice teacher education programs. According to our literature review, we hypothesized that mindfulness and basic psychological needs satisfaction

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James D. Wyant, Emily M. Jones and Sean M. Bulger

In recent years increased attention has been placed on physical education teachers’ use of technology. To date little research has been disseminated regarding the strategies physical education teacher education (PETE) programs are employing to prepare preservice teacher’s to use technology. The purpose of this study was to examine the influence a technology course had on advancing change in preservice teachers. A mixed methods process involving qualitative and quantitative data collection was employed. Participants included 12 preservice teachers enrolled at a mid-Atlantic university. Data analysis revealed four dominant themes emerged from participant data: (1) Increased Technological and Technological Pedagogical Knowledge; (2) Persistent First- and Second-Order Barriers to Technology Use; (3) Necessity of Experiential and Hands-on Learning; and (4) Variation in Warrant for Technology Use. Findings illustrate strengths and limitations of a technology course in a preservice PETE program as well as its potential benefits and impediments to manifesting teacher change.

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Michelle Flemons, Fiona Diffey and Dominic Cunliffe

. By ensuring that the concept of physical literacy is appreciated and assimilated within their teacher identity and belief system, preservice teachers (PSTs) can become more resistant to the challenges in the organizational phase such as the expectation of adopting a pedagogy of necessity, driven by

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Sarah A. Doolittle, Patt Dodds and Judith H. Placek

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Bernadette M. Twardy and Beverly J. Yerg

This study explored the relationships between teacher planning behaviors and the inclass behaviors of teachers and learners in a 30-min lesson on the volleyball spike. All 30 teacher subjects progressed through three consecutive stages: 30-min planning phase, 30-min instructional phase, and a brief self-report phase. During the planning session, subjects were instructed to plan their lesson by utilizing the talk aloud technique. Planning data were coded through the use of planning indicators obtained from the Florida Performance Measurement System. Immediately after the planning phase each subject implemented his or her lesson. Teacher and learner behavior was live-coded by three trained observers using Birdwell’s Academic Learning Time-Physical Education-Teacher Behavior Observation System (ALT-PE-TB). Frequencies of teacher planning behavior were compared with the frequencies of inclass teaching behavior and learner behavior. The results indicated that significant relationships did exist between certain planning behaviors and the inclass behavior of teachers and learners.

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Samuel R. Hodge, Ronald Davis, Rebecca Woodard and Claudine Sherrill

The purpose was to compare the effects of two practicum types (off campus and on campus) on physical education teacher education (PETE) students’ attitudes and perceived competence toward teaching school-aged students with physical disabilities or moderate-severe mental retardation. PETE students, enrolled in a 15-week introductory adapted physical education (APE) course and involved in eight sessions of either off-campus (n = 22) or on-campus (n = 15) practicum experiences, completed Rizzo’s (1993a) Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) two times. Analysis of pretest data revealed that groups were equated on gender, experience, attitude, and perceived competence. Kruskal-Wallis ANOVA revealed no significant difference between practicum types on posttest attitude and perceived competence measures. Attitude scores did not differ significantly from pretest to posttest. Perceived competence improved significantly from pretest to posttest under both practicum types. Implications for professional preparation are discussed.

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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.

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Fatih Dervent, Phillip Ward, Erhan Devrilmez and Emi Tsuda

curriculum. Our interest in this study is on how preservice teachers use instructional tasks as they progress through field experiences in a PETE program. There are only two studies that have examined the acquisition and use of instructional progressions by preservice teachers ( Barrett et al., 1991

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Siu-Ming Choi, Raymond Kim-Wai Sum, Tristan Wallhead, Amy Sau-Ching Ha, Cindy Hui-Ping Sit, Deng-Yau Shy and Feng-Min Wei

programs need to educate preservice teachers on the attributes of PL and provide learning experiences that reorient their values and pedagogical capacity to operationalize the concept within their teaching. Taplin ( 2013 ) highlighted the role of early PL experiences on PE teachers’ values and beliefs by