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.
Bronagh McGrane, Sarahjane Belton, Stuart J. Fairclough, Danielle Powell, and Johann Issartel
Committee (DCUREC/2010/081). Students only experience of PE was of primary school PE taught by a nonspecialist teacher. PE teachers in the intervention schools received a day of in-service training for implementing the intervention prior to the beginning of the school year, which was delivered by 4 members
Stephanie Truelove, Andrew M. Johnson, Shauna M. Burke, and Patricia Tucker
nonspecialists teaching PE is related to the lack of belief in their own ability to perform skills competently. Moreover, Breslin et al. ( 2012 ) indicated that if nonspecialist teachers did not personally enjoy an activity, did not participate in physical activity themselves, or had poor personal PE experiences
Cassandra Iannucci and Melissa Parker
physical education. Their exploration of the impact of specialist versus nonspecialist teachers of physical education on students’ attitudes toward physical activity in physical education was early evidence of understanding the influence of the teacher on attitude formation. Roughly 20 years later, there