Abstract
ABSTRACT In this study we sought to answer the following regarding student learning: After bi-weekly implementation of nature-based physical activity (NBPA) in a Physical and Health Education Teacher Education (PHETE) course, did pre-service elementary teachers report a greater perceived competence and motivation to teach children NBPA? The term NBPA refers to physical activities that are done in natural areas, require little specialized equipment, can be done by most children, are cost-efficient, and can be used by teachers on a regular basis. As part of the NBPA experiences in PHETE, we employed focus groups for data collection. Applying self-determination theory as a lens, we found that, overall, participants reported feeling more competent and motivated to teach NBPA. Their motivation increased due to their experiences as learners and their ability to think as teachers. Future research could extend this study to explore if pre-service teachers incorporate NBPA during their teaching practicums after learning NBPA in their PHETE courses.
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