Personal biography influences preservice classroom teachers’ (PCT) perceptions and attitudes related to school-based physical activity promotion (SPAP). Using an uncontrolled prepost design, this study investigated associations between biographical variables and changes in PCTs’ SPAP attitudes and perceived competence while enrolled in a 16-week SPAP course. PCTs (N = 201) completed baseline measures assessing biographical variables of year in school, sports participation, coaching/teaching experience, BMI, satisfaction with K-12 physical education (PE) and perceived physical activity (PA) competence, and prepost measures assessing SPAP attitudes and perceived competence. One-way repeated measures analysis of variance procedures showed statistically significant, positive changes in PCTs’ scores on all SPAP measures. Mixed-model analysis of variance/covariance techniques indicated sport participation, teaching/coaching experience, PE satisfaction and perceived PA competence were associated with changes in SPAP scores. Results suggest PCTs’ SPAP learning experiences should incorporate strategies for enhancing self-schemas and perceptions related to PE and PA.
Paul C. Paese
The initial purpose of this study was to assess the differences between five physical education majors and five elementary education majors at the entry level of a teacher education program. Elementary education majors pursue a certification in elementary education (classroom), but must also work on a certification in one other elementary specialization (i.e., physical education, health, reading). An experimental teaching unit (ETU) with pre- and posttests was used to determine student achievement and differences between the two entry level groups in various criterion process variables. Both entry level groups of student interns were also compared to five student teachers in physical education, who were from the same teacher preparation program and had completed the same ETU the previous year. Results indicated that the two entry level groups were fairly equal in overall teaching effectiveness. When the two entry level groups of interns were compared to the student teacher group, it was concluded that the entry level groups were more effective teachers. This conclusion was generated after data analysis indicated a significant difference (P < .05) between groups on student skill gain (pre- to posttest in ETU), management time, activity time, and engaged motor. A restructuring of this teacher preparation program is recommended.
Pamela C. Allison
Elementary school classroom teachers continue to have primary responsibility for teaching elementary physical education. As a group, they have received little attention concerning their development of pedagogical skills in physical education. Accordingly, the purpose of this study was to describe what preservice classroom teachers observe and what perceptual processes they employ while observing physical education field lessons. The participants were seven junior elementary education majors who observed two physical education classes. Data were collected using the techniques of thinking aloud and stimulated recall interview. The constant comparative method of data analysis revealed the following three themes as characteristic of this group of preservice classroom teachers: students’ movement responses dominated their observational attention, the classroom teachers evaluated what they saw, and they observed using the perceptual process of contrast.
Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang
Elementary PE Elementary classroom Secondary PE Quantitative study Qualitative study Mixed methods Allison ( 1990 ) Classroom teachers’ observation of physical education classes United States ✓ ✓ Ashy and Humphries ( 2000 ) “Don’t use balloons on windy days”: Elementary education majors’ perceptions of
K. Andrew R. Richards, Karen Lux Gaudreault, and Wesley J. Wilson
socialization ( Richards & Wilson, 2019 ). Elementary education majors enrolled in a kinesiology pedagogy course used these essays to explore their previous experiences with physical activity, sport, and PE so as to better understand their perceptions of and receptivity to integrating movement into their
K. Andrew R. Richards, Colin G. Pennington, and Oleg A. Sinelnikov
, and only one focused on the perspectives of PE recruits before their initiation of PETE ( Hutchinson, 1993 ). The other 10 acculturation studies focused on the influence of acculturation on current PETE students (e.g., Belka, Lawson, & Lipnickey, 1991 ; Placek et al., 1995 ) or elementary education