Prospective Physical Education Teachers Research Articles

Examining the Relationship Between Physical Education and Sports Teacher Candidates' Speaking Self-Efficacy Perceptions and Speech Anxiety

The study was conducted to determine the speaking self-efficacy perception and speaking anxiety levels of prospective physical education and sports teachers and to test the predictive effect of speaking self-efficacy perception on speaking anxiety. The research was designed in quantitative research method and relational survey model. The research was conducted on 309 physical education teacher candidates studying at different universities. The data of the study were obtained by using Personal Information Form, Speaking Self-Efficacy Scale for Student Teachers and Speaking Anxiety Scale for Student Teachers. Since the data were normally distributed, descriptive analysis, independent sample t-test, one-way analysis of variance, Pearson correlation analysis and simple linear regression analysis were used to analyze the data. According to the results of the analysis, it was observed that pre-service teachers' speaking self-efficacy perceptions were at a high level and their speaking anxiety was at a low level. It was determined that pre-service teachers' perceptions of speaking self-efficacy and speaking anxiety differed significantly in favor of those who had an athlete background and those who regularly read books. It was determined that as the pre-service teachers' perceptions of speaking self-efficacy increased, their speaking anxiety decreased, and it was concluded that their perceptions of speaking self-efficacy negatively affected their speaking anxiety. As a result, it can be said that having done sports in the past and reading books regularly can be effective in increasing speaking self-efficacy perception and decreasing speaking anxiety in pre-service teachers. In addition, considering that speaking self-efficacy perception negatively predicts speaking anxiety, it is recommended that practices that will increase speaking self-efficacy perception should be emphasized to reduce speaking anxiety.

Managerial activity of future physical education teachers aimed at building a positive image using visual technologies

With the integration of technology and social media in education, there is increasing interest in innovative approaches to enhance managerial skills among prospective physical education and sports teachers. The integration of technology and social media into education has prompted interest in exploring innovative methods to enhance the managerial skills of prospective physical education and sports teachers. This study investigates the impact of an intervention on the managerial skills of fourth-year students majoring in Physical Culture and Sports across three educational institutions in Kazakhstan. Out of 564 participants, 355 were eligible for analysis: 167 used chatbots and 188 followed conventional classroom methods. The intervention included a 4-week team management course starting in January 2022. Chatbot users accessed various materials such as short lecture videos, stories, assignments, infographics, and audio sequences, while conventional learners attended standard lectures and practical sessions. Following the course, participants undertook a 12-week teaching practice, with chatbot users also maintaining an active Twitter presence to build a positive image as future physical education teachers. Managerial skills were assessed using a 44-item questionnaire, covering Conceptual, Human, and Technical skills. Additionally, social media popularity was measured based on Twitter activity. Results showed that both groups significantly improved their Conceptual, Human, and Technical skills after the course. Chatbot users demonstrated greater improvement in Technical skills (p = 0.003, d = 1.139), while conventional learners showed stronger Human skills (p = 0.021, d = 1.32). Specifically, the mean score for Technical skills increased from 2.71 to 3.76 for chatbot users and from 2.65 to 3.20 for conventional learners. Moreover, chatbot-aided learners further enhanced their Conceptual and Human skills through social media engagement. Correlation analysis indicated a close relationship between managerial skills and social media popularity. These findings have significant practical implications for the education and development of prospective physical education and sports teachers. Integrating chatbots and social media into educational settings offers innovative approaches to enhancing managerial skills.

Beliefs of German Prospective Physical Education Teachers: A Qualitative Examination Through the Lens of Teaching Quality

Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs’ professional development. We examined German PPETs’ shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students’ participation in sports. Therefore, classroom management was reflected as “managing a physical education class as a prerequisite for the complexity of teaching.” Student support was reflected as “providing easy access to sports for all students.” Cognitive activation was reflected as “disregarding cognitive activation in favor of transmissive teaching.” The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended.

학생선수 출신 예비 체육교사의 진로형성과정 탐색

Purpose: This study aimed to explore the career formation process experiences of prospective physical education teachers who were former student athletes and to grasp the meaning of the experiences.
 Methods: The three study participants were selected as college students who entered the Physical Education Department with excellent CSAT scores and experienced dropouts through the purposeful sampling method. Their growth and change were investigated through narrative inquiry.
 Results: The experiences of the research participants regarding their career formation process were summarized under the themes of ‘Tight-tapping Simultaneous’, ‘Ugly Duckling’, ‘Soaring Swan’, ‘Setting Sail’, ‘Shipwreck’, ‘Sailing Again’, ‘Seeds Blown by the Wind’, ‘Flower Buds Swaying in the Storm’, and ‘Resilient Wildflowers that Never Bend’. Based on the results derived from Tiedeman and O'Hara's theory, the meaning of the career formation process was explored from the perspective of ‘change’. As a result, the meaning of the period of the participant dropping out in the student athlete introduction process was ‘enlightenment’, and the period of transition from becoming a general student to choosing a career as a Physical Education teacher was ‘sublimation’. Based on these results, a comprehensive discussion was held on the topic of ‘career formation process through the experience of a student athlete who dropped out of school.’
 Conclusion: Based on the exploration of the career formation process and experiences of pre-service Physical Education teachers who were former student-athletes, the research participants developed a sense of career identity through the processes of their respective ‘significant events, ' ’overcoming,' and ‘reflection.' These experiences served as a foundation supporting their proper career formation process. In addition, it is believed that this study can be of practical help to the career education of student athletes, teachers, or leaders in the school field.

Implementation of the Inquiry Model on the Critical Thinking Ability of Prospective Physical Education Teachers in Football Learning

Physical education is not just about learning skills from several basic techniques in sports including football. Currently, football needs to be supported by critical thinking skills to produce a more focused and efficient game. The aim of this research is to implement an inquiry learning model on students critical thinking skills in the game of football in the aspects of maintaining possession of the ball, creating space in attack, and shooting the ball into the goal. The method used was an experiment with The Randomized Posttest Only Control Group Design. The total sample was 70 students divided into two groups, namely the experimental group of 35 people who were given inquiry model treatment and the control group of 35 people who were given conventional model treatment. The instrument for measuring critical thinking skills uses an observation sheet whose level of validity has been tested. The results of the research show that students critical thinking abilities for the inquiry model in football learning in the aspect of maintaining possession of the ball are in the very good category, while for the conventional model in this aspect they are in the good category. Students critical thinking skills for the inquiry model for the aspect of creating space in attack are in the very good category, while for the conventional model in this aspect they are in the good category. Students critical thinking skills for the inquiry model in the aspect of shooting the ball into the goal are in the very good category, while for the conventional model in this aspect they are in the good category. The application of the inquiry model for students as prospective physical education teachers in order to improve critical thinking skills in football game material has a significant impact.

Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs

Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.

From knowledge to performance in physical teacher education: A Delphi study and a pretest for the content validation of the test instruments

The basis for evaluating the effectiveness of interventions in the education and continuing professional development of physical education (PE) teachers involves valid, reliable, and objective instruments, which are largely lacking. Content validity is a necessary basis for the development of such instruments. Accordingly, this study presents the content validation of a test for the assessment of (classroom management-related) professional knowledge and the perception, interpretation, and decision-making (PID) of prospective PE teachers. The result is a content-validated knowledge test (110 test items) as well as a video-based test for the assessment of PID (ten vignettes, 217 items). In a next step, the instruments are empirically validated.

Investigation of the Relationship Between Perceptions of Self-Efficacy and Occupational Anxiety of Prospective Physical Education Teachers

Investigation of the Relationship Between Perceptions of Self-Efficacy and Occupational Anxiety of Prospective Physical Education Teachers

Future physical education teachers’ perceptions of sustainability

The integration of the Sustainable Development Goals (SDGs) into the curriculum of prospective physical education (PE) teachers is limited. This research aims to analyze their knowledge and perceptions of the role of physical education in promoting the SDGs. The SDGs most related to physical education are health and well-being, quality education, gender equality and reducing inequalities. Participants felt that PE contributes to the development of values for sustainability and that the constraints to being future sustainable teachers were mainly educational. With this information, more reliable conclusions can be drawn on how to intervene in their training to promote relevant training.

Qualification of prospective PE teachers for inclusive PE: development and evaluation of a PETE concept

ABSTRACT Purpose The qualification of teachers for inclusive physical education (PE) is a central challenge for sports research and university teaching. Nevertheless, a concept of physical education teacher education (PETE) focusing on situation-specific skills and based on typical requirement situations of inclusive PE has not yet been developed. The Qualification of Prospective PE Teachers for Inclusive PE project (QiPE) aimed to design, implement, and evaluate such a PETE concept based on typical requirement situations of inclusive PE for preservice teachers. Method In the project, requirement situations that teachers had to cope with in inclusive PE were identified on the basis of video recordings (104 PE lessons), and the necessary courses of action, situation-specific skills, and dispositions were determined. Based on this, competence profiles were constructed and a teaching sequence was developed. Three test scales for Recognition, Individual Support, and Participation were developed, and the effectiveness of the first seminar of the developed PETE concept was tested using a pretest-posttest design. Results There were statistically highly significant relations between the developed seminar and the situation-specific skills tested, associated with a large effect size for the Recognition scale ( = .33 or .28), a medium to high effect size for the Individual Support scale ( = .34 or .13), and a medium effect size for the Participation scale for a part of the sample ( = .07), while for the other part of the sample the effect was not significant. Conclusion The developed requirement situation-oriented and casework-based seminar is highly effective in promoting situation-specific skills in preservice teachers with relation to the central demands of inclusive PE: recognition, individual support, and participation. Nevertheless, further research on requirement situations in PE and casework in PETE is needed.

Physical Activity of Prospective Physical Education Teachers During the Covid-19 Pandemic

The study purpose was measuring the physical activity of prospective physical education teachers in Palembang city during the COVID-19 pandemic.
 Materials and methods. 552 participants (M: 307; F: 245) with a minimum age of 19 (21.27±1.66) participated in this study. The method of this study was survey, using IPAQ-SF to assess physical activity and energy expenditure levels based on MET. Data collection was carried out through an online survey using Google Forms.
 Results. The results of this study show that the majority of the participants combined the moderate and high levels of physical activity (88.77%) and only a small number of the participants were in the low level category (11.23%). The results of this study showed that the pandemic conditions do not prevent people from doing sufficient PA to maintain their health, but daily habits and knowledge differences related to health and physical activity might be the distinguishing factor between students majoring in sports and society in general.
 Conclusions. This study shows that most of prospective PE teacher candidates from three universities in Palembang combined the moderate and high PA levels. While there were some student athletes, non-athlete students also have the awareness to live a healthy life even though there is no demand for them to achieve certain targets.

How do Studies at the University Help Prospective Physical Education Teachers form Their Professional Identity?

This study examines the expression of self-efficacy, academic motivation, study satisfaction of prospective physical education teachers in different years of study, their interrelationships and intends to explain how studies help prospective physical education teachers shape their professional identities. A questionnaire survey was administered to 783 1st to 4th year undergraduate physical education students from four Lithuanian universities. The year of study did not affect changes in students’ self-efficacy expectations and intrinsic academic motivation, which may mean that such professional identity indicators are less affected by contextual factors. The correlations among the analysed variables showed that the quality of teaching, clear goals, and the maintenance of autonomy are essential components of the academic environment in order to strengthen the prospective PE teacher’s professional identity. The results of the study may encourage physical education teacher educators’ deeper analysis of the ongoing feedback on student satisfaction with their studies as an emotional PI indicator.

Mario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers

Gamification is a new methodological tool in the field of physical education and sports sciences, which seeks to generate a formative change in educational centers and in the training of future teachers. The aim of the research was to analyze the effect of gamification on motivation, basic psychological needs and cooperative learning of prospective physical education teachers. The sample consisted of 102 future teachers in the specific area of physical education and sport. Three measuring instruments were used: Motivational Situation Scale, Cooperative Learning Questionnaire and Basic Psychological Needs in Physical Education Scale. The significance level (p < 0.05) was determined according to the variables described. The results were analyzed with the Kruskal–Wallis test for the variables age and study group and the Mann–Whitney U-test for gender. The results show high values for basic psychological needs, motivation and cooperative learning. In the case of cooperative learning, gamification has a different behavior according to gender. By degree, gamification does not affect the degree of study in the same way. In conclusion, the results of the present study support the use of gamification in the training of future physical education teachers, as it is associated with increased levels of students’ intrinsic and self-determined motivation, basic psychological needs and cooperative learning.

Stop fearing blindness! Visually impaired people reflect on the ethics of sighted prospective teachers simulating visual impairment

Disability simulations have developed as a popular professional development tool to help increase knowledge and awareness of disability and facilitate pedagogical learning among prospective and pre-service teachers. The aim of this research is to explore the ethics of sighted people simulating visual impairment from the perspective of visually impaired people. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of prospective physical education teachers in a university setting before being interviewed about their perceptions of what they had read. Interviews were conducted via telephone, and were recorded, transcribed, and subjected to thematic analysis. The themes constructed and discussed in this article from an ethical perspective are: (1) involving visually impaired people in simulated experiences; (2) reinforcing negative attitudes about visually impaired people; (3) tensions involving touch for pedagogical purposes; and (4) adapting activities and grouping pupils in relation to ‘ability’.

Tingkat stress calon guru pendidikan jasmani selama pandemi covid-19

Since the spread of Covid-19 on a global scale, most efforts at the national level have been directed at mitigating the spread of the virus and physical harm, but little attention has been paid to the psychological impact of Covid-19 on mental health, especially in the early stages of the pandemic. This study aims to determine the stress level of prospective physical education teachers during the Covid-19 pandemic. The cross-sectional study was conducted using a self-administered online questionnaire. The measure of psychological distress was obtained using The Kessler Psychological Distresss Scale (K10). A total of 261 complete questionnaire results were included in the analysis. Male participants slightly dominated the sample (n = 171; 67.05%) than women (n = 86; 32.95%). Respondents were aged 18–21 years (mean 19.6 years, SD: 3.16). The results showed that the average candidate for physical education teachers at Sriwijaya University was at the "Okay" level with an average score of 20.02. Meanwhile, when analyzed based on the gender of the respondent, it was found that there was a difference in stress levels between men and women (F: 15,629; Sig. 0.000 < 0.05), while the year factor and the interaction between the year factor and gender had no difference. respondent's stress level (F: 0.84; Sig. 0.433 > 0.05; F: 1.801; Sig. 0.167 > 0.05). This shows that the academic level of students has no difference in the stress level of the respondents, while the gender factor has different stress levels. And there is no interaction between the year of class and gender in determining stress levels.

Potential stressors in (prospective) physical education teachers: a comparison of different career stages

Previous studies have identified stressors in physical education (PE) teachers. However, these studies lack a comprehensive consideration of potential teaching-related stressors combined with an analysis of differences in these potential stressors between different career stages. Given that many physical education teachers suffer from stress, the purpose of the present study was to investigate potential stressors in three career stages of (prospective) physical education teachers (student teachers, pre-service teachers, teachers) in order to further develop their education in terms of stress management. The results of a survey of 723 German (prospective) physical education teachers (255 student teachers, 117 pre-service teachers, 351 teachers) showed that, overall, noise, heterogeneity of students, and inadequate curriculum were reported to be the most frequent potential stressors. When controlling for teaching hours per week, teachers, and pre-service teachers did not differ in the frequency of potential stressors. However, both teachers and pre-service teachers reported significantly less lack of facilities/equipment, pupils’ discipline problems, and lack of pupils’ motivation than student teachers, and significantly more noise than PE student teachers. Additionally, teachers reported more heterogeneity of pupils than student teachers. These findings can be explained by characteristics of the specific career stages. For practical application, it can be concluded that there is a need for coping interventions that are tailored to the stressors which are salient in a specific career phase. In future research, studies should investigate stressors in different career stages longitudinally.

Professional Anxiety Status among the Departments of Physical Education and Sports Teaching and Physical Education and Sports Education for the Disabled

Background: This research is a study on the professional anxiety situation of prospective Physical Education Teachers in Turkey. Professional anxiety levels of Physical Education Teacher candidates studying in two departments were evaluated for different variables. Aim: This research aims to evaluate the Professional anxiety of the Physical Education and Sports Teaching Department and Physical Education and Sports Education Department for the Disabled students who are prospective Physical Teachers in Turkey. Methods: This research is quantitative and scanning pattern research. 340 prospective Physical Education Teachers studying at universities in Turkey were included in the study. Candidates consisted of students from the Department of Physical Education and Sports Education and the Department of Physical Education and Sports Education for the Disabled. The "Occupational Anxiety Scale for Prospective Teachers" prepared by Cabı and Yalçınalp (2013) was applied to the candidates. The data obtained after the scale applied were analyzed with SPSS IBM SPSS 22.0 Pockate Program. Results: According to the results obtained, the anxiety level of the Physical Education Teacher in the Department of Physical Education and Sports Education for the Disabled is generally higher. In addition, according to the variables of department, grade, and gender, the differences between the two departments were found to be significant in some sub-dimensions. Conclusion: It has been observed that there may be some reasons for the higher occupational anxiety scores of the students of the Physical Education and Sports Education Department for the Disabled, which is a department that has just graduated in Turkey, compared to the other department. It has been observed that the candidates who have anxiety about teaching in different sub-dimensions generally have anxiety about employment. Keywords: Professional Anxiety, Physical Education, Teacher Candidates, Disabled

Teaching Skills of the Prospective Physical Education Teachers Based on Group Learning Commitment

Microteaching focuses on student collaboration efforts to improve teaching skills. Teaching skills are essential for prospective teachers. However, problems still arise because all members are not committed to supporting teaching skills as the ultimate goal of micro-teaching learning. This study aimed to examine differences in the teaching skills of prospective physical education teachers based on group learning. Commitment. This study uses a comparative quantitative design method. The sample involved is 41 students who are programming micro-teaching courses. Skills data were collected using observation guidelines and group learning commitment data using the Organizational Commitment Scale. The techniques used for data analysis are qualitative descriptive analysis and quantitative and inferential statistics. The findings prove that those who commit to group learning have better teaching skills than those who have a low commitment to group learning. Commitment to group learning can help students acquire skills through creating a sense of comfort in learning, reflecting on a responsibility to improve themselves, and trying to help peers through the role of observer and reflection.

Development and validation of an instrument to assess the level of sustainable competencies in future physical education teachers. PESD-FT questionnaire

PurposeEducation for Sustainable Development (EDS) has highlighted the need to generate instruments to assess the sustainability competencies of different populations. In this regard, Physical Education (PE) has been recognized as a subject with unique characteristics that allow students to develop competencies that favor sustainability. However, in previous literature, there are no specific instruments to assess the competencies of future Physical Education teachers (PETs). Therefore, this research aims to design and validate an instrument to assess sustainable competencies in future PETs.Design/methodology/approachThis paper shows the validation process of a questionnaire designed ad hoc to measure the future teacher's sustainable competencies. In total, 341 students completed the Physical Education Scale for Sustainable Development in Future Teachers (PESD-FT) questionnaire consisting of 20 items and an eight-point Likert scale. To ensure the relationship of the instrument's items with the sustainable development, the specific targets that compose the 17 Sustainable Development Goals were considered.FindingsThe results showed that the instrument had very high reliability (0.949), excellently fulfilling the validity criteria (0.929). Furthermore, the principal component factor analysis results showed that the PESD-FT comprises three factors, which coincide with the three dimensions of sustainability.Originality/valueIt is concluded that PESD-FT is an instrument that reliably assesses the sustainable competencies of prospective PET and expands the possibilities of PE as a valuable instrument to promote sustainable competencies in an integrated way with PE learning objectives. As such, it can be a robust and valuable measurement tool for proposing effective education for sustainable development policies and programs in initial teacher education for PET.

체육교과 건강영역 일반내용지식 측정도구 개발1)

The purpose of this study was to develop health-related CCK inspection tools of the 2015 revised physical education curriculum, and to verify the validity of the inspection tools developed. For the development of the inspection tools, 12 middle school physical education textbooks were referred to based on the 2015 revised physical education curriculum, and the middle school geography evaluation questions were collected from incumbent physical education teachers. An inspection tool consisting of 35 questions was developed by revising and supplementing in the preliminary investigation by referring to the procedure for making knowledge inspection tools presented by Lee Ki-bong and Park Il-hyeok (2017). In addition, 399 college students, including non-majors (N=263) and prospective physical education teachers (N=136) in the teacher training course were analyzed for validity and reliability using the Rasch model. Of the 35 questions for the CCK inspection developed in the study, 29 questions, excluding 6 questions, met the validity and reliability criteria, and the wright map review found that the CCK inspection tools developed generally satisfied the suitability to measure the content knowledge of the health domain. The 29 questions developed on this basis confirmed that the 2015 revised physical education curriculum is a reasonable tool for examining the health area CCK.