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Ben Dyson, Donal Howley, and Yanhua Shen

study was to explore primary teachers’ perspectives of implementing CL to accomplish SEL in Aotearoa NZ PE. The teachers involved were part of a larger longitudinal research study on school-based, teacher-driven CL through professional learning groups (PLG; Dyson & Casey, 2016 ). With coherence to

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Collin Andrew Webster, Peter Caputi, Melanie Perreault, Rob Doan, Panayiotis Doutis, and Robert Glenn Weaver

Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children’s school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers’ (ECT) PAPAC adoption drawing from Rogers’ (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.

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Collin Webster

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.

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Guy Faulkner, Colin Reeves, and Sue Chedzoy

The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.

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Jan-Erik Romar and Magnus Ferry

). Furthermore, Elliot, Atencio, Campbell, and Jess ( 2013 ) reported that among nonspecialist primary teachers in Scotland, their early school experiences of PE molded their beliefs about the subject, influenced their confidence of teaching PE, and affected their teaching practices in PE. These teachers also

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Lowri C. Edwards, Anna S. Bryant, Kevin Morgan, Stephen-Mark Cooper, Anwen M. Jones, and Richard J. Keegan

during their initial teacher education and training ( Blair & Capel, 2008 ). Limited PE content knowledge and lack of training opportunities impair teachers’ abilities to plan lessons effectively with many primary teachers omitting PE lesson planning altogether ( Sloan, 2010 ). Consequently, primary

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Déirdre Ní Chróinín, Maura Coulter, and Melissa Parker

experience as a primary teacher, but she was not regularly involved in teaching physical education as provision in the school was dominated by external providers. She reported that the children generally experienced a variety of physical activities and that, as a group, they enjoyed physical education

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Cecilia Hoi Sze Chan, Amy Sau Ching Ha, and Johan Yau Yin Ng

skills. This modified scale was reviewed by a panel of experts consisted of primary teachers whose students were involved in this research along with an experienced translator, and members of the research team. The panel discussed and evaluated the relevance and wording of each item. The scale was pilot

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David Morley, Andrew Miller, James Rudd, Johann Issartel, Jackie Goodway, Donna O’Connor, Stephen Harvey, Paul Ogilvie, and Thomas van Rossum

. ). Austin, TX : Pro-ED . UK Coaching . ( 2020 ). How to coach the fundamentals of coaching . Retrieved from van Rossum , T. , Foweather , L. , Richardson , D. , Hayes , S.J. , & Morley , D. ( 2019 ). Primary

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Corina van Doodewaard

.1080/01419870.2014.894200 10.1080/01419870.2014.894200 Welch , R. , & Wright , J. ( 2011 ). Tracing discourses of health and the body: Exploring pre-service primary teachers’ constructions of ‘healthy’ bodies . Asia-Pacific Journal of Teacher Education, 39 ( 3 ), 199 – 210 . doi:10.1080/1359866X.2011.588310 10