In-service Physical Education Research Articles

Antecedents of teachers’ motivational behaviours in physical education: a scoping review utilising achievement goal and self-determination theory perspectives

ABSTRACT Physical Education (PE) teachers’ adoption of motivational teaching behaviours is a critical determinant of students’ quality of experience in lessons. Drawing from achievement goal theory (AGT) and self-determination theory (SDT), extensive evidence has substantiated the consequences of teachers emphasising a specific type of motivational climate (AGT) or interpersonal style (SDT). However, less attention has been paid to critically appraising the antecedents of teachers’ behaviours underpinning a particular climate or style. Therefore, the aim of the present scoping review was to evaluate the extant literature addressing the determinants of teachers’ motivational behaviours in PE from AGT and SDT perspectives. Nine databases were searched to identify 94 studies that met the inclusion criteria. Findings revealed that more studies had sought to understand the reasons for teaching behaviours from a SDT approach than from the lens of AGT. Moreover, multiple personal and contextual factors were shown to be associated with, or to impact upon, teachers’ behaviours. Future research should adopt a more theoretically integrative approach to advancing our understanding of teachers’ motivational behaviours, as well as examine additional antecedents that might be suitable for intervention with pre- and in-service PE teachers.

WYO PETe and WAHPERD: Origin, Development, and Successes of a Great Western Alliance

This article describes a successful Wyoming partnership recently developed between the long-standing Wyoming Association for Health, Physical Education, Recreation, and Dance (WAHPERD) and the newly founded Wyoming Physical Education Teaching (WYO PETe) Collaborative. The organization leaders engaged in extended discussion about how this multi-sector partnership could collaborate to offer Wyoming physical educators a range of professional development (PD) opportunities that meets their individual needs and the unique barriers they face. The decision to combine efforts resulted in WAHPERD and WYO PETe expanding PD opportunities at state convention and throughout the year. The partnership also saw multiple inservice physical educators joining with university faculty and graduate students to form a WAHPERD Advocacy Committee to survey Wyoming physical education and physical activity policy implementation and develop advocacy tools and guidance documents for teachers to use in their districts. The partnership also led to an annual WAHPERD hosted student event called Healthy Kids Roundup that empowers middle school students and their teachers to promote health and wellness in their schools.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a)The more I do it, the better I feel: the importance of professional experiences; (b)I've learned from others: the influence of colleagues; and (c)Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e.,mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e.,class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

The aim of this study was to examine teaching and technology status of physical education (PE) teachers under the ongoing influence of COVID-19. A total of 1,005 in-service PE teachers completed the Physical Education Teaching Efficacy Scale (PETES) and Educator Technology Self-Efficacy Survey (ETS-ES) electronically to measure current teaching efficacy and perceived technology self-efficacy. The findings revealed that the teachers’ overall PE teaching efficacy level was high (8.08 ± 1.27) whereas, technological self-efficacy was at a moderate level (3.45 ± 0.44). Meanwhile, Efficacy for Using Technology significantly and positively predicted Technology Self-Efficacy ( p < .001). In conclusion, Chinese in-service PE teachers in primary and secondary schools exhibited a high level of competence in PE teaching. However, their proficiency in utilizing technology for educational purposes needed improvement. While these educators possessed fundamental online teaching skills, they often encountered challenges in adapting to technology-enhanced teaching methods. Education and training institutions should improve their existing curriculum, and schools need to continue to develop and train in-service teachers.

Formative assessment in physical education: teachers’ experiences when designing and implementing formative assessment activities

Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.

Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying: The Influence of Socialization

ABSTRACT Purpose: This study aimed to investigate how teachers’ socialization experiences influence their perceptions of and responses to bullying. Methods: Thirty in-service physical education teachers were recruited to participate. One semi-structured, individual interview was conducted with each participant lasting approximately 60 minutes. Data analysis employed inductive and deductive techniques. Results: Two themes emerged that described teachers’ perceptions of and responses to bullying. These themes included: (a) socialization experiences and socializing agents influence teachers’ perceptions and behaviors in relation to bullying, and (b) teachers have developed strategies to address bullying but also experience significant challenges. Discussion: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in managing bullying.

Intercultural training and attitudes of physical education teachers towards immigrant students in Chile: A multi-stakeholder perspective

The number of immigrant students has significantly increased in Chile over the past decade; this has posed new challenges for teacher education in the field of Physical Education (PE), especially in the southern macrozone of the country, where there have historically been tensions related to the recognition of cultural diversity within schools. The present study was conducted in three university campuses in the southern macrozone of Chile. The study aimed to answer the following questions: (a) What are the attitudes towards immigrant K-12 students of pre-service PE teachers, their university professors and the PE teachers who guide their practicum experiences in the placement schools?; (b) What are the perceptions of immigrant K-12 students and their parents regarding the attitudes toward foreign pupils of pre-service (who undergo practicum experience in schools) and PE in-service school teachers (who guide and give feedback on the practicum)?; (c) What are the differences and similarities between the perceptions of all stakeholders (PE in-service and pre-service teachers, their professors, immigrant K-12 students and their parents) about the effectiveness and appropriateness of university strategies preparing future PE teachers to engage with in intercultural contexts? University professors, pre-service PE teachers, and in-service PE teachers display positive attitudes towards interculturality, defined as the presence of K-12 immigrant students in schools. However, significative differences in attitudes exist between those responsible for their teacher education (university professors and in-service PE school teachers). Some K-12 immigrant students and their parents hold a critical perspective toward in-service PE school teachers (both pre-service and in-service), primarily because they perceive a lack of cultural inclusion within the classroom. There is a consensus among the majority of participants regarding the necessity to enhance teacher education concerning interculturality.

It’s Complicated: Examining Connections Between Emotions and Career Stages Among Physical Educators

Background: Physical education (PE) is a marginalized profession that is socially and emotionally demanding. PE teachers are prone to early career attrition, isolation, and burnout as a result of negative emotional experiences. While these outcomes are customary, little is known about how teachers’ emotions change across their careers. The purpose of this study was to explore the relationship between PE Teacher Career Stages and their emotional experiences. Methods: Participants included 31 in-service PE teachers (Mage = 44.70 years, SD = 9.48; M = 15.87 years of teaching) from the United States. Inductive and deductive analyses were used to evaluate the interview data. Results: Themes included: (a) teachers identify within multiple stages/emotions, (b) stakeholder agendas cultivate negative emotions, and (c) the aftermath of the pandemic as a catalyst for frustration. Conclusion: Teachers’ emotions are complex and multidimensional. Exploring teachers’ emotions within different career stages may help prevent early career attrition and increase job satisfaction.

Understanding Midwestern US Teacher Socialization during the COVID-19 Pandemic

The COVID-19 pandemic has had both short- and long-term impacts on the institution of schooling, as well as on teachers and students who experienced it. While much has been learned about the impact of the pandemic, including in physical education, less is known about how physical education teachers navigated the sociopolitical realities of their work as they were socialized through the pandemic. Adopting occupational socialization theory, the purpose of this study was to examine the experiences of Midwestern US physical educators during the COVID-19 pandemic and the lasting implications for their careers. Participants were 30 in-service physical education teachers (20 female and 10 male) from one state in the US Midwest who each participated in a semi-structured interview. Semi-structured interviews were audio-recorded and analyzed using a multiphase collaborative qualitative analysis method grounded in analytic induction and deduction and focused on thematic development. Data analysis resulted in four themes: (a) changing instructional modalities was challenging but prompted creativity and growth; (b) resources were scarce, and marginalization was intensified through the pandemic; (c) recognizing and responding to changes in teacher and student health; and (d) stressors associated with COVID-19 may influence teachers’ career trajectories. This study not only adds to the literature related to COVID-19 but also is important for understanding how the schools’ culture changes through times of crisis. It is likely that other local, regional, national, or international events will cause disruptions in teachers’ work and the nature of student learning in the future.

An online video annotation tool for optimizing secondary teachers’ motivating style: Acceptability, usability, and feasibility

This paper introduces an online video annotation tool for improving teachers' motivating style (autonomy support and structure). The tool's acceptability, usability, and feasibility were tested by both pre- and in-service physical education teachers. Overall, both groups of teachers exhibited moderate to high acceptance of the tool and reported that its use stimulated reflection on their motivating style. Although the tool was user-friendly and required minimal guidance, some teachers expressed concerns about the time required to use it. In response, we have proposed several solutions. Finally, both groups of teachers agreed that an online tool could complement traditional self-reflection methods in initial teacher training programs.

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

The effect of an in-service PE teacher training programme on the fitness levels of learners

Although physical education (PE) provides a school-based platform for the enhancement of learners’ physical health, implementation challenges can have a detrimental effect on learners’ motivation to participate in physical activities and their fitness levels. Within the framework of the Self-determination Theory (SDT), meeting learners’ basic psychological needs of autonomy, competence and relatedness in the PE class, can promote their fitness levels by enhancing their intrinsic motivation to be physically active. The purpose with this study was to investigate the effect of an in-service PE teacher training programme including needs-support teaching strategies on the physical and motor fitness levels of the learners of the participating teachers. Using a pre- and post-test experimental design, the fitness of 1 control and 4 experimental groups were assessed using standardised tests before and after the intervention programme. The intervention included implementing the needs-support teaching strategies acquired by the teachers during the once-off, 5-day teacher training programme, for 4 months while receiving continued support from the instructors of the course during those 4 months. The results show that the programme had a positive effect on the fitness levels of the learners in most of the tested fitness components, warranting the recommendation of SDT-based in-service training of PE teachers to support learners’ motivation towards physical activity and fitness.

Using Paralympic School Day as a Model for an Adapted Physical Education Professional Development for Physical Educators

The successful inclusion of children with disabilities into general physical education (PE) depends in large part on the attitudes and competence of general PE teachers. Unfortunately, many PE teachers’ undergraduate preparation is insufficient when it comes to including children with disabilities. In-service professional development can provide specific information about inclusion that can make up for the lack of training during undergraduate training. This paper presents a guide for the use of the Paralympic School Day (PSD) program, a disability awareness program targeting school-age children without disabilities, in the development of an in-service PE teacher training. It begins with a summary of PSD and contact theory, on which PSD is based. This is followed by specific information on the development of a PSD-focused in-service training that uses Paralympians and PSD activity stations to reduce prejudicial beliefs and help general PE teachers understand the importance of supporting students with disabilities in their programs.

Perceived organizational support, marginalization, isolation, emotional exhaustion, and job satisfaction of PETE faculty members

Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members’ perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < .001; RMSEA = .075 (90% CI = [.066, 0.085], p < .001); SRMR = .057; NNFI = .962; CFI = .969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members’ perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

Physical Educators’ Exergaming Integration Experiences, Attitudes, and Self-Efficacy Beliefs

Exergaming technologies have emerged in physical education in recent years as an attempt at revitalizing physical activity levels among youth. Research on the effects of exergaming is increasing; however, there is no research on practicing physical education teachers’ implementation in the United States. Studies indicate that physical educators have low levels of confidence with regard to technology integration, particularly exergames. Due to exergaming technology’s potential impact, it is essential to understand the extent to which physical education teachers implement these technologies. Self-efficacy beliefs, influenced by prior experiences, are powerful motives of behavior. Thus, grounded in self-efficacy theory, this study investigated pedagogical exergaming experiences, attitudes, and self-efficacy beliefs of a nationwide sample of U.S. kindergarten through 12th-grade physical education teachers. Study participants included 402 in-service physical education teachers from 35 states who completed the online Physical Educators’ Exergaming Technology Integration, Attitudes, and Self-Efficacy Inventory. Participants reported moderate to high levels of attitude and self-efficacy beliefs, and Pearson correlation coefficients suggested strong, positive relationships between attitude and self-efficacy beliefs (r = .56, n = 402, p < .001) toward integrating exergaming technology in PE. Teachers’ prior exergaming integration into PE experiences was positive overall, yet limited because of barriers such as budget, equipment, training, and administrative support. Overall, results suggest that physical education teachers feel confident and have positive attitudes toward implementing exergaming in physical education, with self-efficacy regarding implementing exergaming in PE correlating strongest with prior successful mastery experience.

The relationship between occupational socialization factors and in-service physical educators’ reported use of sport education

Extensive empirical evidence exists for how Sport Education (SE: Siedentop et al., 2020) can deliver valued student educational outcomes, yet there remains a dearth of knowledge of how in-service teachers implement the model in practice. The purpose of this study was to examine how the stages of occupational socialization predicted teachers’ reported implementation of the structural features of SE. An SE use and occupational socialization survey was developed and completed by 65 experienced teachers who had received training on using SE during their undergraduate physical education teacher education program. Respondents reported three versions of SE implementation: (a) full, (b) modified, and (c) light, with the majority of teachers reporting using either a full or modified version of SE. Professional socialization (physical education teacher education programming) was the only significant predictor of teachers’ model use. The SE features typically implemented were formal competition, team affiliation, and seasons. The more student-centered features of student roles, record keeping, and a culminating event were less frequently used during practice. Professional socialization remains the most powerful predicted on in-service teachers’ use of SE during their professional practice. Physical education teacher education programs are encouraged to explore methods to facilitate pre-service teachers’ learning of how to implement the student-centered features of SE, as this learning will likely translate into pedagogical practice in schools.

How teachers feel: exploring secondary physical educators’ emotions, control beliefs, and coping mechanisms on the job

ABSTRACT Research shows that teaching can be emotionally demanding and can result in stress and anxiety prompting reduced motivation and attrition. These experiences may be exacerbated in Physical Education (PE) teaching as this position holds a marginal status in most school settings. Teacher emotions are suggested for the investigation to understand teacher experiences as they are integral in understanding teaching beliefs, practices, well-being and student-teacher relationships. In addition, emotions are used to express teaching experiences which serves as a starting point for dissecting what caused a teachers’ emotions and what was the resulting action. The purpose of this study was to explore how PE teachers interpret their emotions while teaching and what internal and external factors may impact their perceived ability to control and cope with their positive and negative emotional situations. A cross-sectional qualitative design was used to gain in-depth understanding of current secondary in-service PE teachers (N = 10; 5 = Female, 5 = Male; 50% Middle School; 50% High School). Semi-structed interviews and scenario-based questioning were used to explore tenants of emotions, guided by the Appraisal Theory, which included participants describing the cause and effect of each emotion. Inductive and deductive qualitative analysis resulted in two themes: positive and negative emotion experiences with subthemes. Subthemes described with positive emotions included student learning and relationships, program development and maintenance and colleague relationships. Negative emotions included marginalization of the subject, student behavior and shame driven reactions. In conclusion, appraisals are highly aligned with teacher emotions and interconnection exists between teaching ability, psychosocial beliefs/experiences and the emotions teachers feel. Teaching behaviors and well-being are likely dictated by this relationship.

Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

Strategies to Support and Deliver Culturally Relevant Physical Education

The purpose of this article is to provide strategies for K-12 in-service physical education teachers to cultivate a culturally relevant physical education environment. First, an overview of the culturally relevant physical education (CRPE) framework is discussed. Next, practical examples and suggestions are provided to support teachers in engaging in all three components of CRPE. The continuous presence of culturally relevant teaching in the physical education setting is an on-going cycle that develops over time.

Cross-validation and modifications of the perceived mattering questionnaire-Physical education in Chinese inservice physical education teachers.

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education (PMQ-PE) developed by Richards et al. (2017) for the Chinese physical education (PE) teachers. The PMQ-PE consisted of two factors (i.e., PE matters and PE teacher matters) with four items in each, measuring four dimensions (attention, importance, dependence, and ego-extension). PMQ-PE in Chinese (PMQ-PEC) was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis (CFA) with the entire sample found a poor model fit. Then exploratory factor analysis (EFA) using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made.