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Determinants of PE Teachers Career Intentions

Kasper Mäkelä, Mirja Hirvensalo, and Peter Whipp

One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.

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Physical Education Teachers and Their Attitudes Toward Change: Implementation of the New Horizon Educational Reform

Sima Zach and Varda Inglis

The New Horizon (“Ofek Hadash” in Hebrew) educational reform agreement was signed between the Israeli government and the Teachers’ Union in 2008. The purposes of the educational reform document were (a) to improve students’ achievements, (b) to provide fair recompense to teachers, and (c) to strengthen teachers’ status in society. Research goals were to clarify the ways in which New Horizon was implemented among physical education (PE) teachers, and to examine their attitudes toward the reform and to the changes entailed in implementing it. A survey questionnaire was completed by 381 PE teachers. The study participants reported that changes were positive following the implementation of the reform.

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Practitioners’ Perspectives on Values, Knowledge, and Skills Needed by PETE Participants

Bryan A. McCullick

This study examined practicing teachers’ perspectives on the requisite characteristics needed for participants in PETE. Eighteen physical educators were interviewed. The interviews were audiotaped and transcribed, and the data were analyzed using analytic induction, which allowed the researcher to draw themes and commonalities from participant answers. Interpretivism and teacher socialization theories were used to analyze and understand the data. Dominant themes emerging from this study were that undergraduates should have a love for physical activity, should like children and people, be physically fit, and be flexible. The teachers also believed that a teacher educator’s effectiveness in preparing future physical educators depended on being credible, displaying a love for physical activity, and having concern for undergraduates and their development as teachers. Finally, themes emerging specific to characteristics of cooperating teachers included commitment to the profession, displaying effectiveness as teachers, and embodying personal characteristics such as honesty and adaptability. This study is significant in that it provides evidence of a shared technical culture in physical education, gives teacher educators valuable input as to the type of student who would likely be a good physical education teacher, and gives voice to those who teach physical education in an area in which they should be intimately familiar—the preparation of a teacher for public school.

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Attitude Research in Physical Education: A Review

Stephen Silverman

This paper provides a comprehensive review of attitude research in physical education. The first section, reviews theoretical models that are prevalent in attitude research. Then, the next section describes the methods that were used to locate the research used in the remainder of the paper. The third section discusses measurement issues in attitude research, focusing on issues of score reliability. The final section reviews the results of research on attitude of physical education students and teachers. Critiques and analyses occur throughout the review.

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Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools

Nicholas Riley, David R. Lubans, Kathryn Holmes, and Philip J Morgan


To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes.


Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students’ (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects.


Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5–169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1–247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9–4.4, P = .009) in mathematics lessons, sedentary time across the school day (–3.5%, 95% CI, –7.0 to –0.13, P = .044) and during mathematics (–8.2%, CI, –13.0 to –2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0–23.6, P = .011)—but not for mathematics performance or attitude.


Integrating movement across the primary mathematics syllabus is feasible and efficacious.

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Practice-Based Teacher Education in Physical Education

Phillip Ward, Fatih Dervent, Erhan Devrilmez, Peter Iserbyt, Insook Kim, Bomna Ko, José A. Santiago, Emi Tsuda, and Xiuye Xie

There is both longstanding and widespread agreement that teacher education is in need of reform ( Darling-Hammond, 2021 ; Flores, 2016 ; Janssen et al., 2014 ; Korthagen, 2010 ; Zeichner, 2012 ). In the last two decades, there has been an increasing criticism of the preparation of preservice

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Preservice Physical Education Teacher’s Development of Adaptive Competence

Xiuye Xie, Phillip Ward, Daekyun Oh, Yilin Li, Obidiah Atkinson, Kyuil Cho, and Mijoo Kim

How best to help preservice teachers (PSTs) improve their teaching competence has been a recurring focus since teacher education began ( Forzani, 2014 ). Teaching competence has been most often defined practically in terms of pedagogical content knowledge (PCK; Shulman, 1987 ; Ward, Kim, Ko, & Li

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Adapted Physical Education Teachers’ Job Satisfaction

Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper

Over the last few decades, teachers’ job satisfaction has received a significant amount of attention in the field of education. Evidence suggests that teachers are increasingly dissatisfied with their jobs and have significantly higher levels of turnover than other professions ( Edinger & Edinger

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Reconceptualizing Teacher Identity: Teachers’ Becoming in the Dynamic Complexity of Teaching Situations

Romana Puchegger and Toni Bruce

In this study, we propose to unsettle the dominant position in education that views teacher learning and identity as a process of accumulation of knowledge, moving in a linear way from beginner to expert and that becoming an effective teacher can be taught and learned through appropriate initial

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Chapter 5: Using Social Media: One Physical Education Teacher’s Experience

Collin C. Brooks and Jaimie M. McMullen

Teacher specialists, including physical education teachers, often work in isolation, and their schedules frequently vary from other teachers within the school building ( Battersby & Verdi, 2015 ). There is some evidence that social media platforms, such as Twitter, can help educators and physical