Physical Education Methods Course Research Articles

Implementing lessons learned through occupational socialization theory to influence preservice teachers’ subjective theories

ABSTRACT The purpose of this study was to examine the influence of a secondary physical education methods course and early field experience, supplemented with reflective discussions via Twitter, on subjective theories of physical education. The course was organized using recommendations from the occupational socialization theory literature. Participants were 22 preservice teachers enrolled in the course. The preservice teachers were organized into groups of three and engaged in peer teaching before beginning a junior high school early field experience. Reflective practices were incorporated throughout the course including Twitter chats prompting PTs to examine their beliefs regarding the field of physical education. Data were collected using five qualitative methods and analyzed using analytic induction and constant comparison. Data analysis led to the development of three themes: (a) becoming aware of the realities of and changes needed within physical education; (b) reconsidering what it means to teach physical education; and (c) course organization and experiences opened the PTs to challenging their subjective theories. The preservice teachers recognized issues within the field of physical education and difficulties physical educators face as well as the ability of the physical educators to work with and support youth beyond their coaching roles. In doing so, they exhibited a shift from coaching to balanced orientations. Changes were facilitated through the development of relationships with the instructor and peers, reflection, and field experience. Findings provide evidence in support of recommendations for integrating occupational socialization theory into teacher education program development. Further, Twitter can be a useful tool for enhancing reflective practices particularly when teacher educators support preservice teachers as they develop more nuanced understandings of physical education.

‘I became a teacher that respects the kids’ voices’: challenges and facilitators pre-service teachers faced in learning an activist approach

ABSTRACTSeveral studies demonstrate the benefits of educating for social justice in physical education teacher education programs [O’Sullivan, M. (2018). PETE Academics as public intellectuals and activists in a global teacher education context. Physical Education and Sport Pedagogy, 23(5), 536–543], which supports that pre-service teachers (PSTs) have the capacity to be active agents of change. In working with social justice, PSTs engage in what can be a very personal struggle with their own stereotypes and assumptions about the people they are working with [Oliver, K. L., Oesterreich, H. A., Aranda, R., Archeleta, J., Blazera, C., Crux, K., … Robinson, R. (2015). ‘The sweetness of struggle’: Innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course. Physical Education and Sport Pedagogy, 20(1), 97–115]. Although the challenges that PSTs faced to learn an activist approach to teaching are described in the literature, there is little research that aims to understand how these challenges progress across time. The aim of this study is to explore the challenges pre-service teachers faced when learning to use an activist approach across time. Participatory action research framed this 3-semester study (18 months). Participants included 10 pre-service-teachers, 90 youth, and two researchers. Data collected included: (a) collaborative PSTs group meetings; (b) PSTs reflective diaries after each teaching episode; (c) lead researcher observations collected as field notes; (d) PSTs generated artifacts; and (e) PSTs interviews and focus groups. Data analysis involved inductive and constant comparison. Results conveyed: (a) the PSTs’ assumptions about what student-centered pedagogy meant and the challenges of overcoming their misconceptions about teaching and learning; and (b) the PST’s struggles in coming to understand themselves as activist teachers, with dispositions as advocates of social justice. Future studies should continue to explore the challenges and facilitators PSTs face when learning an activist approach aimed at empowering both students and teachers to develop a critically conscious understanding of their relationships with the world through their effort to name and change the world together.

“Like, We Don’t Want to Be PE Teachers:” Preservice Classroom Teachers’ Beliefs About Physical Education and Willingness to Incorporate Physical Activity

The purpose of this study was to examine preservice elementary classroom teachers’ (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher’s role in school-wide physical activity and required participation in one of three laboratory experiences. Participants (33) completed either focus-group or individual interviews at the beginning and end of the course. Results indicated that PCTs’ beliefs about physical education positively evolved through the course and PCTs gained an appreciation for the subject. Despite this, PCTs strongly indicated that they are not willing to teach physical education lessons as future teachers. They are very willing, however, to incorporate physical activity into their classrooms. Subscribe to TPE

‘The sweetness of struggle’: innovation in physical education teacher education through student-centered inquiry as curriculum in a physical education methods course

Purpose: The purpose of this study was to examine the challenges and benefits that emerged while using an innovative field-based student-centered inquiry as curriculum model in a secondary physical education methods course.Participants and setting: This study took place in the Southwest USA. Participants included 11 pre-service teachers who were enrolled in a secondary physical education methods class, the instructor of the course and a faculty member from another department within the College of Education.Data collection/analysis: Data were collected during the 2009–2010 school year. Data included (a) all pre-service teachers' generated coursework; (b) 32 instructor's lesson plans; (c) 32 observations with field notes; (d) debriefing notes from conversations with colleagues, pre-service teachers, and high school youth; (e) transcripts from three formal 2-hour interviews with each pre-service teacher; and (f) the transcript of a professional conference presentation given by the professor and 8 of the 11 pre-service teachers. We analyzed our data through what Cochran-Smith and Lytle describe as ‘inquiry as stance’ that constructed knowledge through the interaction and inclusion of multiple voices, positions, and realities in order to make sense of a collective experience.Findings: This study describes the outcomes of utilizing an innovative field-based approach to teaching a physical education methods course, student-centered inquiry as curriculum model, as a means of challenging the status quo of physical education in order to better meet the needs of today's youth. First, we discuss how within the context of inquiry, the pre-service teachers named their experiences and relationships in the course as a ‘community of learners.’ Within this community of learners, we describe the benefits and challenges to teaching and learning that emerged. It was through inquiry that ‘the sweetness of struggle’ created the spaces for all of us to learn what it means to be professionals and challenge the status quo of what exists in our beliefs and values about teaching, learning, and youth.Implications: When implementing an innovative approach to field-based work, physical education teacher educators need to pay close attention to the challenges that emerge. While some challenges created the spaces for pre-service teacher learning to emerge as benefits, others simply reified long-existing inequities in higher education. Professors need to pay particular attention to how challenges that result in inequities so that they can respond structurally to resolve the inequities. However, the challenges that create spaces for pre-service teachers' learning, even though discomforting, need to be left alone.

The influence of the Sport Education Model on developing autonomous instruction

Background: Teachers commonly adopt instructional styles that thwart student motivation. As such, researchers have examined interventions based within the self-determination theory to identify changes in teaching behaviors. Results of these studies have demonstrated a level of success in teachers adopting a more motivationally supportive teaching context. While important results to the development and implementation of quality motivational pedagogy, these results may have occurred due to an increased focus on specific behaviors as espoused by the self-determination theory. What is absent to date is an examination of current pedagogical approaches that align with aspects of self-determination theory that might inherently influence the motivational instruction of teachers. A model of instruction that has been aligned with self-determination theory and may provide a new avenue for the development and implementation of motivationally supportive instruction is the Sport Education Model (SEM). Purpose: The purpose of this study was to provide an initial examination into the influence of using the Sport Education approach on pre-service teachers autonomous instruction. Participants and setting: 50 pre-service physical education teachers (PT's) were enrolled in a secondary physical education methods course and randomly assigned to teach a 15-lesson unit using Sport Education or skill-drill-game approach. Data collection: Collection of teacher instruction utilized an observational tool that coded distinct teacher-student interactions into one of fifteen categories. As a result, each teacher was provided an overall frequency of statements that were further classified into an overall level of autonomy-supportive, controlling and neutral statements. In addition, students within each of the classes were asked to complete the Learning Climate Questionnaire (LCQ) and Sport Motivation Scale (SMS) that provided a score for perception of autonomy-support and individual motivation. Teacher instruction was collected daily, while LCQ and SMS data were collected at four time points within the unit. Data analysis: Analysis of data was conducted using repeated measure ANOVA's for teacher instruction, student perceptions of autonomy-support and motivation. Significant ANOVA calculations were further analyzed using follow-up tests to examine where the significance occurred. Results: Statistical analysis revealed that teachers within distinct phases of Sport Education provided a significantly higher level of autonomy-supportive statements. In addition, students engaged within Sport Education reported similar significance related to the second and third phases of the model. Conclusion: As a result of this study, utilization of Sport Education seems to provide support that teachers may adopt a more autonomy-supportive social context within their instructional practices.

Utilizing Peer Coaching to Facilitate Pre-service Physical Education Teachers’ Reflection

The purpose of this study was to examine pre-service physical education teachers’ perceptions of peer coaching as a tool for reflection, and their reflectivity on their microteaching peer coaching experiences. Five pairs of coaches and coachees (4 female, 6 male) were selected from a pool of 30 students who were enrolled in a secondary physical education methods course. Data, which were collected from teachers’ reflective journal entries, peer coaching evaluation forms, and individual interviews with participants, were analyzed inductively by individual and cross-case analysis. The findings revealed that peer coaching facilitated teacher candidates’ reflection by: (a) helping them to face and deal with barriers to reflection, (b) connecting planning, instruction, and reflection, and (c) providing three-dimensional perspectives. In addition, the teacher candidates’ reflectivity on peer coaching was categorized into: (a) reiteration and acceptance, (b) extension and confrontation, and (c) adjustment and re-aiming. The findings supported that peer coaching can be a viable tool to initiate and sustain teacher candidates’ reflection.

Elementary classroom teachers and physical education: change in teacher-related factors during pre-service teacher education

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose: This research considers the extent to which changes in student teachers’ (a) identity as teachers of PE and (b) self-efficacy to overcome barriers to teaching PE occurred during pre-service teacher education. Participants and Setting: Participants (n = 308) were elementary classroom teachers who were drawn from a one-year, post-baccalaureate teacher education programme located in a North American urban centre. Data collection: Scales from a survey developed by Faulkner, Reeves, and Chedzoy were administered to participants before (n = 308) and after (n = 285) they attended a mandatory 12-hour PE methods course and two practice teaching placements. The scales used measured two constructs: identity as teachers of PE and self-efficacy to overcome barriers to teaching PE. Following the initial survey, 10 student teachers were invited to participate in three semi-structured interviews conducted before they attended the PE course; after the completion of the PE course, and following the second of two practice teaching placements. Data analysis: Survey data were analysed using descriptive statistics and inferential statistics. Descriptive statistics provided mean scores for the two constructs measured at pre- and post-test stages; inferential statistics (repeated measures t-tests) were used to identify significant changes in pre- and post-test data. Interview data were analysed using the principles of constant comparison as outlined in grounded theory approaches. Findings: Quantitative analysis suggested that there was a positive and significant change in survey respondents’ identities as teachers of PE. Interview participants felt that the pre-service PE course and practice teaching placements provided them with useful examples of how to promote inclusive practice and collaborative opportunities for learning. It also allayed several participants’ anxieties that they would be expected to teach PE the same way that they were taught as school pupils. No significant difference was found in self-efficacy for overcoming barriers to teaching PE. Conclusions: The results of this study suggest that it may be worthwhile for PE teacher educators to focus coursework for elementary student teachers on developing their identities as teachers of PE. While in one brief course, the steps that student teachers can make towards forming an identity as a teacher of PE may be small, they are essential given the importance of professional identity development in the processes of learning to teach.

The Impact of a Field-Based Elementary Physical Education Methods Course on Preservice Classroom Teachers’ Beliefs

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

“Don't Use Balloons on Windy Days”: Elementary Education Majors' Perceptions of Teaching Physical Education

Elementary teachers are frequently expected to provide physical education in addition to classroom instruction. Because of this, many institutions require that elementary education majors take a physical education methods course, though the impact of such courses has not been studied. This study explored the reflective insights of elementary education majors following their first field experience teaching physical education. Areas of reflection included their understanding and attitudes about children, themselves as teachers, and of teaching physical education. Four hundred and twenty-four preservice elementary teachers participated in this qualitative study. Findings indicated that these preservice teachers appeared to have increased their teaching skill, understanding of children, and awareness of physical education as a content area.

Preservice Teachers’ Reflections and Knowledge Development in a Field-Based Elementary Physical Education Methods Course

The reflections and knowledge development of 7 preservice teachers during a field-based elementary methods course were analyzed and described. Data sources included audiotapes of weekly one-hour reflection sessions, nonparticipant observation of methods course meetings and field experiences, three interviews, and documents. Data were analyzed using a constant comparison method. Changes in the preservice teachers’ knowledge were conceptualized in terms of advanced knowledge acquisition (i.e., relations within their knowledge structures). The preservice teachers (a) made managerial decisions in relation to their effect on the learning environment, (b) planned lesson content in relation to past and future lessons, (c) considered the children’s prior learning and skillfulness in relation to subject matter decisions, and (d) connected their choice of words and actions to the children’s perspectives. The preservice teachers did not, however, develop the ability to respond pedagogically to students during an actual lesson. Linkages between the reflection process and the preservice teachers’ development are drawn.

Learning to teach in a field-based methods course: The development of pedagogical content knowledge

This study describes what and how seven preservice teachers learned during a field-based elementary physical education methods course. Observations of all classes, interviews, and the preservice teachers' written work were data sources. An ecological approach to perception and action was used to interpret the data. All seven preservice teachers discussed the development of pedagogical content knowledge as salient. Development was described as increased differentiation in terms of individual/task/environment relations. Preservice teachers linked inadequate pedagogical content knowledge to problems observing and teaching, and connected knowledge development to improved observing and teaching. It was evident that pedagogical content knowledge included experiential dimensions.

A Participant-Observation Study of Knowledge Restructuring in a Field-Based Elementary Physical Education Methods Course

This paper describes how seven undergraduate students restructured knowledge during a field-based elementary physical education methods course. Guided by the teacher educator the students planned, taught, and reflected on a series of lessons to children in an elementary school. Theoretical course knowledge was integrated into planning and reflecting sessions. Data were collected and analyzed using interpretive research methodologies. The researcher observed and recorded field notes during all class sessions, conducted three formal and many informal interviews with all seven students, and collected available, pertinent documents. All data were categorized, and similarities in what and how the students learned were identified. The students reported knowledge restructuring as a salient aspect of field-based learning. Based on a cognitive theoretical perspective, this study described students as active, goal-oriented learners who, at times, recognized and restructured problematic prior knowledge to form a more differentiated understanding of teaching and children.