Search Results

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.

This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.

In addressing the theory-practice divide, this research provides valuable insight into preservice teachers’ (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist approach, this study aims at providing insight on how PSTs link the manner in which they learned during teacher education to how they teach during school placement. Evidence suggested participants valued faciliating enjoyable and meaningful learning experiences for their students in the course of learning through an EL approach. Learning through an experiential approach provided the PSTs with confidence in what to teach. However, the PSTs also assumed their own students would have similar responses to the learning experiences they had themselves when completing tasks during teacher education. PSTs were limited in their ability to recognize student learning and in understanding student capacity for progression. Implications of the findings for teacher education are discussed.