Physical Education Teacher Education Students Research Articles

The Use of FITNESSGRAM® in PETE: Is It Appropriate?

ABSTRACT Many physical education teacher education (PETE) programs have adopted FITNESSGRAM® as the preferred method to assess teacher candidate fitness levels. The rationale, however, is unclear. This article presents fitness testing results of PETE candidates using FITNESSGRAM® with the aim to evaluate its appropriateness. 86 PETE students participated in the FITNESSGRAM® assessment tool as part of the University program course requirement. Participants engaged in the Progressive Aerobic Capacity Endurance Run (PACER), push-ups, curl-ups, the sit and reach, and body composition was determined via body mass index (BMI). Data were analyzed separately by sex. Compared to FITNESSGRAM® Healthy Fitness Zones, most participants met or exceeded the muscular and cardiovascular fitness testing components; however, many were also calculated as overweight or obese. Despite the wide use of FITNESSGRAM® in PETE programs, there are concerns with the psychometric properties of some FITNESSGRAM® scales relative to the PETE candidate population. The authors recommend age-appropriate fitness testing measures to ensure that pre-service physical education teachers are engaged in fitness producing activities that adequately assess and promote health-related fitness.

Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis

ABSTRACT The present study, using a sample of Physical Education Teacher Education (PETE) representatives from five Higher Education European institutions (England, Finland, Greece, Ireland, and Portugal) sought to investigate the proposed measures of change required for programme delivery during the academic year of 2020–21. Each team completed a SWOT (strengths, weaknesses, opportunities and threats) examination through inductive cross-analysis, using a deductive structure, following the dimensions of: PETE Programme; PETE Staff; PETE Students. The findings presented at a case level show how each PETE programme is seeking to manage an important tension between the experiential nature of Physical Education (PE) as a subject, in light of the institutional and external constraints towards online and blended approaches. Having identified the thematic variables for PETE at an overall programme, staff and student level, the SWOT analysis heightened PETE pedagogue understanding of the subject beyond ‘physical’ contact spaces, for meaningful third-level teacher education delivery.

In(di)visable: inquiring into being ‘othered’ as a means to teach social justice in PHETE

ABSTRACT The goal of physical education (PE) is to increase student confidence, competence, and motivation to lead physically active lifestyles. Research has shown that physical education teacher education (PETE) students tend to be sexist, elitist and unsympathetic towards social issues. Currently, a gap in culturally responsive and socially just forms of PE that bring attention to racism, colonialism, sexism, heteronormativity, and other social issues requires greater acknowledgement from researchers. OBJECTIVES: The purpose of this study is to (1) better understand how PETE students might be engaged to take on a critical agenda that would increase their willingness to teach in culturally responsive ways, and (2) engage in more socially just forms of PE. METHODS: Using autobiographical narrative inquiry, three students confront and explain their reactions to dominant discourses that have shaped their identities and think critically about how their own experiences may be different than the students who will be in their future classes. The study uses narrative inquiry methodology to engage with the individual and shared experiences of participants. Drawing on three preservice teachers’ narratives, the author illustrates how a different starting point in teacher education may enrich and shape beginning PE teachers’ capacity to teach in socially just ways. RESULTS: The participant accounts challenge the work of those critics who have long assumed that critical pedagogies are most appropriate for teaching preservice teachers about matters of social justice. The finding that these preservice teachers are capable of understanding and engaging in social justice issues despite social privilege should be of interest to teacher educators because it constitutes a call for change. CONCLUSION: This method of inquiry allows for the examination of tensions and shifting identities that are lived by preservice teachers impacting their conceptions of teaching and learning.

A national analysis of the content knowledge of Turkish physical education teacher education students

ABSTRACT Background: Content knowledge is universally acknowledged as one of several knowledge bases that inform pedagogical content knowledge (PCK). Content knowledge has been both hypothesized and demonstrated to influence PCK in two ways. First, teachers must know the rules, safety, etiquette, technique, and tactics of a movement form to teach it. This domain of content knowledge is called common content knowledge (CCK), that is the knowledge that one needs to perform the content. Second, in addition teachers must also know how to select, design, and represent instructional tasks that describe the rules, safety, etiquette, techniques, and tactics to students in ways that they will understand and respond to errors by students in terms of rules, safety, etiquette, techniques, and tactics, that is called specialized content knowledge (SCK) for physical education. Purpose: This study examined the effects of teacher training on the levels of soccer and gymnastics CCK and SCK that preservice teachers learn in physical education teacher education (PETE) programs. Method: Participants were 1514 undergraduate physical education teacher education students (i.e. freshman n = 435; sophomore n = 397; junior n = 383; senior n = 299) enrolled in 16 universities that were representative of all geographical regions of Turkey. A cross-sectional analysis was conducted to examine the depth of CCK and SCK. To measure the depth of CCK, we used validated multiple-choice soccer and gymnastics tests. Content maps were used to examine the depth of SCK. To analyze the differences in the CCK and SCK scores of soccer and gymnastics at each grade level, a one-way ANOVA test, and Bonferroni follow-up test was used. To compare the differences between the entrance and exit CCK and SCK levels, t-test was utilized. In addition, we conducted an analysis of content class syllabi and interviews with the instructors (soccer n = 8; gymnastics n = 9) to determine the extent to which the content and delivery of the courses distinguished between CCK and SCK. Findings: Regardless of the grade level, PETE students’ CCK scores were below the success criterion of 60% that is being used in the Turkish Higher Education system (the soccer CCK = 51.85%; the gymnastics CCK = 49.91%). In terms of SCK, scores were below the 3.0 benchmark of adequate SCK (the soccer SCK = 0.23; the gymnastics SCK = 0.20). Despite the significance of differences between CCK and SCK scores among grade levels, the scores were very low showing little content knowledge. Conclusion: Freshman data showed that neither CCK nor SCK in soccer and gymnastics were acquired at meaningful levels upon entering PETE programs. The students in PETE programs examined in this study demonstrated limited improvement in CCK and SCK from freshmen to seniors. Turkish PETE programs must be redesigned to teach each domain of content knowledge. Results of this study may help to change the prevalent, though incorrect, mindset that students obtain CCK and SCK by learning how to perform a sport.

Effects of Service Learning on Physical Education Teacher Education Students' Subjective Happiness, Prosocial Behavior, and Professional Learning.

PurposeThis study aims to analyze the effects of a service learning (SL) program on the subjective happiness (SH), prosocial behavior (PB), and professional learning (PL) perceptions of Physical Education Teacher Education (PETE) students as well as to examine the correlations among these variables.MethodsThe study used a quasi-experimental design of two non-equivalent groups (control and experimental) comparing pre-test and post-test data. The instruments used were the Subjective Happiness Scale, the Prosocial and Civic Competence questionnaire, and the Impact of Service Learning during Initial Training of Physical Activity and Sports questionnaire.ResultsData indicated that SL only had a significant influence on SH when the students compared themselves with their peers. On the other hand, the effect of SL on promoting PB and PL perceived was significant in several of their dimensions. Finally, the results showed a greater correlation of the perceived PL with the PB than with the SH.Discussion/ConclusionThe results of the study provide educational researchers with valuable information to better understand how SL influences the training of PETE students.

Service-learning in physical education teacher education: towards a critical and inclusive perspective

ABSTRACT The purpose of this study was to analyse the impact of service-learning (SL) in physical education teacher education students (PETEs). The PETEs (n = 169) completed one of the editions of a SL program carried out between 2015–2018. This program consisted of designing and leading motor game sessions to facilitate the inclusion of 116 children with special educational needs (SEN). The program was based on Kolb’s learning stages to promote reflection and critical thinking. Reflective journals were used as an instrument to gather information from their experiences. These data were analysed qualitatively through a multiphase approach, initial open-coding and axial coding, using NVivo (10) software. Results were displayed through the categories of Butin’s Conceptual Model: technical, cultural, political, and post-structural perspectives. SL provided the pre-service teachers an inclusive educational experience, allowing them to link theory and practice in a truly operative way.

Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

A case study on the characteristics and transformation of “knowledge in class” of student physical education teachers, focusing on reflection at follow-up meetings

A case study on the characteristics and transformation of “knowledge in class” of student physical education teachers, focusing on reflection at follow-up meetings

Dynamic balance and ankle injury odds: a prospective study in 196 Dutch physical education teacher education students

ObjectiveThe aim of this study was to investigate whether dynamic balance, measured with the anterior component of the Star Excursion Balance Test (SEBT-ANT), is a risk factor for ankle injuries...

Preparing PETE Students for Appropriate Practices: Identifying Areas for Improvement

All professionals are expected to follow best practices within their disciplines. In physical education (PE), many such practices are outlined in the Society of Health and Physical Educators' (SHAPE America) Appropriate Instructional Practice Guidelines, K-12 (2009). Physical education teacher education (PETE) programs are responsible for the preparation of future PE teachers, including teaching them about appropriate and inappropriate practices. Overall, PETE faculty generally agree that their programs are preparing students to implement appropriate practices when they become PE teachers. However, this is not true across all practices or for all PETE programs. Individual programs may wish to examine what they are personally doing to prepare their majors for appropriate practices and develop strategies for any areas in need of improvement. The purpose of this article is to discuss those appropriate practices from SHAPE America's Appropriate Instructional Practice Guidelines, K-12 (2009) that PETE students are least prepared for, as reported by program faculty, and to provide strategies to prepare these students to implement these appropriate practices when they enter the profession.

PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM

Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.

Testing a proposed model of perceived cognitive learning outcomes in outdoor education

ABSTRACT The purposes of this study were to propose a model of cognitive learning outcomes in outdoor education and examine their relationships with two antecedents (quality of support resource and involvement) and one consequence (satisfaction). A total of 343 physical education student teachers in Singapore completed a questionnaire upon completion of a 5-day outdoor education camp. The questionnaire consisted of 25 items measuring cognitive learning outcomes, quality of support resource, involvement, and satisfaction with the camp. A confirmatory factor analysis confirmed the four-dimensional construct of cognitive learning outcomes with adequate global and internal structure fit. Structural equation modeling supported the proposed sequences indicating both quality of support resource and involvement as antecedents and satisfaction as a consequence of cognitive learning outcomes. This study provides insightful information on the design, implementation, and evaluation of outdoor education curricula to enhance student teacher’s satisfaction with the course during their pre-service training.

Assessment within Physical Education teacher education: the case of Fontys University in The Netherlands

In recent years, the Physical Education Teacher Education (PETE) curriculum of Fontys University has been completely redesigned (see our abstract in this monograph, round tables section). During this particular workshop we will present more background and detail on how we prepare our PETE students to become successful PE teachers. We will elaborate on the educational and assessment approach within our PETE program and discuss examples of learning tasks that we employ within our program to educate our students. We will present specific examples of assessment programs (i.e. school placement, movement domains, theory), authentic (formative and summative) assessment tasks and (digital) assessment tools. During the workshop, and in order to learn from each other, we invite you to discuss our approach to PETE and to share and compare your own experiences.

Exploring the meaning of movement capability in physical education teacher education through student voices

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

Entering secondary physical education student- teachers’ expectations of their program of initial teacher education

The views and beliefs held by entering student teachers can be shaped by their expectations of teaching and initial teacher education. Whilst interest has investigated student teachers’ expectations little exists in physical education. This qualitative paper examines the entering expectations held by 24 PGCE secondary physical education student teachers. Informed by the published literature on student teacher expectations and the specific purposes of this study, data were collected from participants on the first day of their initial teacher education course in the form of an open-ended survey that included eleven items. Participants discussed a range of expectations related to course content, pedagogy, course structure and staffing responsibilities and contributions. Student teachers should be encouraged to explore their expectations and consider which specific elements align with initial preconceptions concerning their teacher education.

Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students’ conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman’s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students’ conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ‘know’ certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students’ levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students’ reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

Validation of volleyball common content knowledge test

Aim: Aim of this study was to check and evaluate the validity and reliability of volleyball common content knowledge (CCK) test for physical education teachers. Methods: Rasch modelling was used for validating the test and data were collected from 214 physical education teacher education (PETE) students. The expert group followed a four-step test developing process and developed 20 test items. Results: Results showed that 18 of 20 test items demonstrated high internal consistency and reliability for both test items and person attended this study. The wrightmap showed that items demonstrated the cumulative norm. Conclusion: The developed test is valid and reliable for measuring volleyball CCK level of PETE students and physical education teachers. The knowledge base acquired from such CCK test may assist policymakers and university faculty to design the PETE programs as well as professional development programs.

A mountain too high to climb? An exploratory study of perceived barriers to mobilisation of research literature into physical education teacher education experienced by a group of Danish PE teacher educators

ABSTRACTInternational research emphasises that Physical Education Teacher Education (PETE) has a key role to play in initiating and processing changes in Physical Education (PE). However, several researchers also find that it is a significant challenge for PETE to contest ideological approaches regarding PE practices among PE student teachers. Stronger relationships between research and educational practice and more deliberate mobilisation of research into teacher education may help address such educational issues. The main agents in that regard are teacher educators who are supposed to have the competencies to mobilise research literature into PETE. However, in Denmark, only 10% of Danish teacher educators hold a research-based PhD. The main aim of this article is to make the first steps towards more knowledge in this area by presenting an exploratory study of perceived barriers to mobilising research literature into PETE as experienced by a group of Danish PE teacher educators. The paper is based on empirical data generated through a course developed to qualify PE teacher educators’ competencies in the use of research literature: papers, discussion-notes and interviews. Four main categories were generated: (1) ‘We’re competing on time’, (2) ‘A separate approach’, (3) ‘It has to add value’ and (4) ‘Hard to make it that academic’. The discussion addresses some general focus points for supporting the application of research in teacher education and suggest directions for future research.

Professional identity among student teachers of physical education: the role of physicality

ABSTRACTIn this study, we investigate the role of physicality in the professional identities of physical education (PE) student teachers. Twenty PE student teachers participated in semi-structured interviews during their final teaching practice. Data were analysed using qualitative thematic analysis and typologies. The results showed substantial diversity in the student teachers’ conceptions of physicality and the ways these conceptions were embedded in their developing professional identities. The results also brought to light criticism directed at traditional notions of the body and physicality in PE and PE teacher education (PETE). We suggest that conceptions of the body and physicality represent a central element of PE teachers’ professional identity. The results also indicate a relationship between conceptions of physicality and pedagogies implemented in the future. Time and place for student teachers to discuss body-related matters should be provided in PETE.