Abstract
A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.
Highlights
The school setting is recognized as a key environment to provide opportunities for physical activity for all children, regardless of their socioeconomic status, culture or community [1]
Some research has indicated that 5 h is an appropriate length [29], the length of job-embedded professional development (JEPD) was selected based on pragmatic constraints of the implementation setting including: available resources such as funding, facilitator availability, length of term and teacher physical education (PE) class schedule
The JEPD was delivered during class time, approximately 30 min for 10 consecutive weeks, by local experts in physical literacy (PL)-enriched program delivery from the Pacific Institute for Sport Excellence (PISE)
Summary
The school setting is recognized as a key environment to provide opportunities for physical activity for all children, regardless of their socioeconomic status, culture or community [1]. This can be done through various means as follows: through using games and activities to create deliberate tasks that challenge and engage students at their own level to increase success and confidence and motivation; spending sufficient time in intentional practice to acquire the physical competency being developed; maximising the number of practice opportunities by using small side tasks and limiting competition to increase competency development in a wide range of contexts and situations; planning for task extensions/refinements and modifying space and/or equipment to aid in individual success and increasing confidence and motivation; and by providing assessments that track student learning and progress in order for the children to understand and develop a knowledge of the benefits of physical activity and PE [17]. A secondary aim was to conduct a preliminary exploration of the impact of self-reported changes in capacity and implementation on student PL (primarily motor skill competence)
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