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Jin Yan, Brad Jones, Jordan J. Smith, Philip Morgan, and Narelle Eather

, sufficient preservice training and preparation, and in-service professional development are critical for teachers to deliver GBA lessons effectively. Although the quality of teacher training in PA and PE interventions has been explored, several limitations could impede the sustainability of PA programs

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Ron E. McBride

This study sought to reduce the practical concerns of six preservice physical education teachers in the Stanford Teacher Education Program (STEP) through adoption of the first six components of the Systematic Teacher Training Model. The study also sought to examine the degree to which teacher effectiveness might be enhanced as a result of this systematic teacher training program. The study employed an intensive experimental approach emphasizing repeated measures over time and an intervention. A multiple baseline ABABA design (“A” indicating the baseline measures and “B” the experimental time periods) was used. The teachers were matched by concerns and randomly assigned to either the experimental group or the control group. The analysis indicated that the teachers assigned to the experimental group employing the systematic treatment showed a significantly greater trend toward reduction of teaching concerns and overall increases in observed teacher effectiveness.

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Tina J. Hall, Lori K. Hicklin, and Karen E. French


To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined.


Student performance on four physical education indicators in 63 middle schools (and 116 teachers) were reported to the South Carolina Physical Education Assessment Program. Multiple regression analyses were conducted to determine the relationships between school characteristics as predictors of the performance indicator. ANOVAs were conducted to determine the relationship to teacher training and the performance indicators.


Statewide averages of student performance indicated that slightly over 50% of middle school students were rated as competent in all physical education indicators except health-related fitness (31.2%). The variability was high among all indicators. The correlations between the poverty index and the physical education indicators were significant and low. Teachers who attended data collection training sessions scored higher on all performance indicators, particularly health-related fitness knowledge. Teachers who attended professional development had significantly higher scores on motor skills, health-related fitness knowledge, and the overall weighted scores and approached significance on the health-related fitness performance.


This study suggests that teachers and the programs they deliver have a greater impact on student learning than do school characteristics. Teacher training and professional development is warranted. Most compelling is that the results of this study provide a strong argument against the practice of using student scores from other academic content areas to evaluate teacher effectiveness in physical education.

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Brendon P. Hyndman and Stephen Harvey

( Lemon, Thorneycroft, Jones, & Forner, 2012 ). Presently, there is no widespread requirement for Australian PSTs to engage with the Twitter platform for their PDL during their teacher training, despite the use of digital teaching strategies being a graduate requirement. To push Twitter research forward

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María Maravé-Vivas, Jesús Gil-Gómez, Odet Moliner García, and Carlos Capella-Peris

subject that SL was used for. Participants The sample was composed of 98 students ( n  = 98) in the second year of a teacher training degree course. They took a compulsory annual subject in the area of PE teaching, which was awarded six European Credit Transfer and Accumulation System (see https

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Cassandra Sparks, Chris Lonsdale, James Dimmock, and Ben Jackson

using a cluster-randomized controlled design, the aim of this investigation was to implement a teacher training intervention focused on enhancing students’ perceptions of their teachers’ relatedness-supportive behaviors and to evaluate the intervention’s effectiveness by examining changes in other

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Kate Hovey, Diana Niland, and John T. Foley

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

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Brian Dauenhauer, Jennifer M. Krause, Dannon G. Cox, Katie L. Hodgin, Jaimie McMullen, and Russell L. Carson

Purpose: This study evaluated the impact of 1-day workshops on teachers’ knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey’s five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys, observations, interviews, and artifacts. Results: Participants reported high levels of satisfaction and trainer effectiveness scores at the end of workshops. Statistical analyses revealed improvements in four of six outcome variables 4 weeks after workshop completion: self-reported knowledge, utilization of implementation strategies, presence of a community of continued learning, and teacher efficacy. Qualitative data corroborated these results but offered mixed evidence of teacher implementation and improved student outcomes. Discussion/Conclusion: Findings confirm that 1-day workshops aligned with characteristics of quality professional development are highly valued by participants and can improve teachers’ knowledge and efficacy, but teacher practice and student learning may be more difficult to influence and document.

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K. Andrew R. Richards, Thomas J. Templin, and Kim Graber

Occupational socialization theory describes the acculturation, professional preparation, and organizational socialization of physical education teachers and addresses factors that contribute to their decisions and behaviors. Utilizing occupational socialization theory as a grounding framework, this paper summarizes research conducted on teacher socialization in physical education and provides recommendations for future research. Each of the three phases of socialization is reviewed as are related constructs. The paper concludes with a discussion of socialization into physical education more generally and addresses the limitations of the current body of literature. Future researchers are encouraged to continue using occupational socialization theory as a framework though which to understand the careers and pedagogical decisions of physical education teachers.