Abstract
a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of “correctness” and “appropriateness”, which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.
Highlights
A global tendency in physical education teacher education (PETE) is that courses focusing on students’ knowledge of and about movement have witnessed a significant reduction during the last few decades (Kirk, 2010)
If a critical social constructivist perspective is taken—a perspective which many Swedish preservice teachers seem to acquire during PETE—measurement of physical performance does not seem to be a legitimate form of assessment in school physical education or in PETE (Backman et al, 2019; Tinning R, 2010)
Some work has been done with regards to critical pedagogy and formative assessment but there are few studies taking a critical approach to the transition of movement knowledge from PETE to physical education teaching
Summary
A global tendency in physical education teacher education (PETE) is that courses focusing on students’ knowledge of and about movement (in this paper further mentioned as movement knowledge) have witnessed a significant reduction during the last few decades (Kirk, 2010). Some researchers argue that it is important to test skill proficiency in movement knowledge courses in PETE (see e.g., Baghurst et al, 2015) There are those who suggest that physical performance should not be the focus in movement courses but rather critical reflection on the purpose of movement in physical education (see e.g., Capel et al, 2011). In addition to these somewhat dichotomised positions, there are calls for a balanced discussion of the meaning of movement knowledge in PETE (see e.g., Herold & Waring, 2017)
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