Abstract
Considering the limited field experience offered for preservice teachers to competently prepare them to implement the Comprehensive School Physical Activity Program (CSPAP) in schools, the purpose of this study was to examine the experiences of preservice and in-service teachers participating in a CSPAP infusion curriculum within a physical education teacher education program. Fourteen preservice teachers enrolled in an elementary physical education course implemented four CSPAP projects in four elementary schools as part of coursework. At the end of the project, the preservice teachers participated in focus group discussions and submitted self-reflection papers, while four in-service teachers who partnered in the program participated in interviews. Guided by Self-Determination Theory, results indicated that the preservice teachers developed competency and experienced autonomy in CSPAP implementation during field experiences. Furthermore, they felt a sense of relatedness with the teachers, classmates, and children throughout the program. Support for future implementation is spurred through the school community. In view of the increasing need for preservice teachers to be equipped with the skills to implement CSPAPs, infusing a CSPAP curriculum within a physical education course is viable to facilitate intrinsic motivation among preservice teachers to implement physical activity programs in the future.
Highlights
Children and youth exhibit low levels of physical activity and high levels of sedentary behavior [1]
Autonomy was facilitated as preservice teachers (PSTs) gained hands-on experience and, independent instructors, “problem-solved” inhibitors that prevented the smooth execution of the project, building their competency in project implementation
The purpose of this study was to examine the experiences of preservice and in-service teachers participating in a comprehensive school physical activity program (CSPAP) infusion curriculum that a physical education teacher education (PETE) program used to prepare PSTs to implement
Summary
Children and youth exhibit low levels of physical activity and high levels of sedentary behavior [1]. An example of physical activity during the school day is incorporating short bouts of movement integration during normal classroom time in general education classrooms [4]. Benefits of movement integration are well documented: positive impact on childhood cognition and brain health [5], enhanced focus and time-on-task during classroom instruction [6,7,8,9], and improved test scores [10,11]. In Europe and Africa, there is evidence supporting the use of classroom-based physical activity to promote learning experiences, attitudes towards physical activity, and personal motivation in elementary-aged students from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey [12]
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