Effects of physical education continuing professional development on teachers’ physical literacy and self-efficacy and students’ learning outcomes

Abstract

The purpose of this project is to use a randomized controlled trial to examine the effects of continuing professional development (CPD) on teachers’ physical literacy and self-efficacy and students' physical literacy and physical activity (PA) participation. Seventy teacher participants will be randomly allocated into the CPD intervention and control groups. A total of 50-h of CPD will be completed by teachers during an eight-month period. Teachers will complete physical literacy and self-efficacy questionnaires prior to, and at the end of the CPD program. Following the completion of the PD program, teachers will deliver an 8-month curriculum intervention in schools focused on developing student physical literacy. Prior to, and following the curriculum intervention students will complete questionnaires on their physical literacy, motivation and enjoyment of PA and measured daily PA levels. Teachers’ physical literacy and self-efficacy can be regarded as major determinants of effective physical education teaching, which in turn, influences students’ physical literacy and PA participation.