A Longitudinal Study of the Stages of Development or Concern of Secondary PE Students

Abstract

Much of the research on PE students’ concerns as they develop as teachers has looked at the intensity and/or causes of concern at one point in time or changes over the course of one school experience. Some of this research has been linked to stages of development or concern of students. Results of research on stages of development or concern have been mixed. The main purpose of this study was to identify the intensity and causes of concern of secondary PE students in England over a four year initial teacher education course. The sample comprised 85 PE students who responded after each of four school experiences to a questionnaire comprising two scales: The Teacher Concerns Questionnaire (George, 1978) and the Student Teacher Anxiety Scale (Hart, 1987), in order to measure changes in the intensity and causes of concern. Results showed that these students experienced a moderate level of concern after each school experience. These students were most concerned about themselves, but were also concerned about the learning of pupils and pupils’ progress (impact concern) after all four school experiences. These students were least concerned about relationships with school staff and the task of teaching after all four school experiences. The intensity and causes of concerns of these students did not change over the four school experiences. These results are discussed in the light of the specific course which these students were following, work on stages of development or concern and implications for individual students.