Physical Education Specialists Research Articles

Study regarding the effectiveness of EMS fitness training on improving physical condition

The paper aims to highlight the existence of innovative means for muscle conditioning (and strengthening) provided by the fitness and wellness industry. In this context, we want to increase interest in leisure physical activities by emphasising the effectiveness of EMS (Electrical Muscle Stimulation) fitness technology to improve physical condition. The research has assumed that good physical condition in adults is the result of maintaining the body mass index (BMI) at a normal value, which is not necessarily associated with intense physical activity, and this ideal (aspiration) can be reached through EMS fitness training. The quasi-experiment was conducted at the XBody Titan Studio in Bucharest, sector 3, between November 2020 and March 2021, and involved 60 people (generally motivated by the desire to adjust fat deposits) for whom data sheets were prepared with somatic indicators, BMI and the Squat test. The sheets were drawn up during the first training session and completed monthly. In December 2020, online questionnaires were administered to both people engaged in EMS fitness training and physical education and sport specialists, being then analysed and interpreted. The specific EMS fitness training programme using XBody equipment was performed twice a week, and the results were tabulated, statistically processed, interpreted and graphically represented. Among the most important conclusions of the paper, we mention: the values of somatic indicators (weight) and BMI decrease from the first phase of XBody training, and energy consumption is higher due to increased muscle activity.

A Ten-Week Motor Skills Training Program Increases Motor Competence in Children with Developmental Coordination Disorder.

The present study aimed to investigate the effect of a motor skills training program in children with DCD considering their gender. The Movement Assessment Battery for Children (MABC-2) classified the children and assessed their skill changes over time. The study was implemented at four kindergartens in the Khorezm region of Uzbekistan. In the study, all the children suffered from DCD (5.17 ± 0.70 years; 10 girls), and all the indicators of MABC-2 were less than 16%. The participants were divided into an experimental group (n = 17), receiving ten weeks of motor skills training program for 45 min twice per week; and a control group (n = 7), which proceeded with exercises of everyday living. The ANCOVA showed differences between the groups in the post-test concerning each domain: manual dexterity (F (1, 20) = 18.703, p < 0.001; η2 = 0.471); aiming and catching (F (1, 20) = 9.734, p = 0.005; η2 = 0.317); balance (F (1, 20) = 35.140, p = 0.000; η2 = 0.626); and total MABC-2 test score (F (1, 20) = 66.093, p < 0.001; η2 = 0.759), with all the children in the EG exhibiting better results. The Wilcoxon test revealed statistically significant differences for the EG between moments for all the variables (p < 0.001) but not for the CG (p > 0.050). The effectiveness of the intervention program was similar across both genders. The study suggests that a 10 week motor skills training program can increase the quality of children’s motor competence and represent a valuable procedure for physical education specialists to enhance motor competence for children with DCD.

Barriers and facilitators to structured physical activity interventions in early childhood education and care centres: a systematic review

Introduction: Despite the importance of physical activity and motor competence for young children, many early childhood education and care (ECEC) centres struggle to successfully implement and sustain physical activity programs, especially those delivered by educators rather than physical education specialists. This review aimed to identify factors (barriers and facilitators) reported by educators that may influence their implementation of structured physical activity interventions in ECEC and synthesise these factors according to the 14 domains of the “Theoretical Domains Framework” (TDF). Methods: A systematic search in five scientific databases was undertaken for articles published between 2009 and July 2019 that investigated educator reported barriers and/ or facilitators to implementing structured physical activity programs in ECEC centres. Duplicate abstracts were removed, and selection criteria applied. Data from included studies was extracted and coded in two stages. Extracted factors were mapped and synthesised using the TDF. Results: Of the 1903 identified citations, 12 studies met the inclusion criteria (4 qualitative, 8 mixed methods). Across studies, barriers and facilitators were identified in 11 of the 14 domains of the TDF, with the most frequently reported domains for both barriers and facilitators being “knowledge”, “skills”, and “environmental context and resources”. Within these domains, common themes were educator training, organisational policies and readiness, physical environment and space, supporting resources and time. Relatively few factors were identified in the remaining domains and none were reported for three domains: “intentions”, “memory, attention and decision processes” and “behavioural regulation”. Discussion: This evidence synthesis may help guide development of policy, programs, and implementation strategies that improve uptake and sustainability of structured physical activity interventions in ECEC settings. Greater investigation and reporting of training to build educator knowledge, skills and confidence is warranted. Implementation science frameworks may provide a means to improve intervention design, including involving educators in co-design, whereby potential organisational and educator-level implementation barriers are identified and addressed. Additionally, use of theoretical frameworks in evaluating program implementation may identify a wider range of factors that influence educator behaviour than is currently reported in the literature. Conflict of interest statement: My co-authors and I acknowledge that we have no conflict of interest of relevance to the submission of this abstract.

The Organizational Silence of the Educational Supervisors and Physical Education Specialist in Iraq

The research aims to identify the dimensions of organizational silence and its factors for educational supervisors and supervisors with specialization (physical education specialization). The researchers used the descriptive analytical method. The organizational silence questionnaire was approved for (Zainab Abdel Razzaq Abboud, and Zafar Nasser Hussain, 2016) for the organizational silence applied to a sample of employees at the Presidency of the University of Babylon in Iraq, in obtaining the necessary data, and the research sample consisted of (111) educational supervisors and specialists from the followers For the Directorate of Educational Supervision in Iraq, frequency and percentage were used in extracting the levels of response to the measures as statistical methods. The researchers concluded that there is a low organizational silence among educational supervisors in the Directorate of Educational Supervision in Iraq , except administrative and organizational reasons where silence is average.

High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study

Purpose: The purpose of this study was to evaluate the limited efficacy of a high-intensity interval training (HIIT)-based fitness education unit in middle school physical education (PE). Method: The study took place in six PE classes at one middle school located in the southern United States. The authors conveniently assigned the classes to treatment (n = 3 classes; 113 students) or control (n = 3 classes; 119 students) groups. Two trained PE specialists implemented the HIIT lessons two to three times per week for 8 weeks. The authors collected mixed methods data at the student, class, and teacher levels for the evaluation. Results: The focus group teacher interview with the teachers, field observations, and accelerometer-determined in-class physical activity data revealed sound implementation fidelity. The HIIT-based fitness education condition also showed greater improvement in physical activity and fitness knowledge and attenuated decline in curl-up scores compared with the control. Conclusion: The findings support the limited efficacy of implementing HIIT for fitness education in middle school PE programs.

Criteria, Levels of Readiness of Specialists of Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activity

According to the Results of Theoretical and Empirical Research, today the urgency of forming the Readiness of Specialists in Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activities. This will accelerate the recovery Process of athletes at the stage of their Physical Therapy, as well as ensure Successful Competitive activities.&#x0D; The Main Purpose of Scientific Research is to determine the Criteria, Indicators and Levels of Readiness of Specialists in Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activities (on the Example of coaches who Specialize in Martial Arts). During the Research and Analytical work, the following Methods of Theoretical Research were used: axiomatic, idealization, formalization, historical and logical, convergence from the concrete, and so on.&#x0D; As a Result of Theoretical Research, members of the Research Group defined "Criteria" (motivational, semantic, analytical and evaluative), corresponding applied "Indicators", "Approaches" (activity, personality-oriented, complex, systemic, structural) and "Levels" (high, sufficient, satisfactory) Formation of Readiness of Specialists of Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activity.

Interventions to Increase Moderate-to-Vigorous Physical Activity in Elementary School Physical Education Lessons: Systematic Review.

This systematic review aimed to synthesize recent evidence on interventions to increase moderate-to-vigorous physical activity (MVPA) content of physical education (PE) in children age 8 to 11. A search of 6 databases was conducted in December 2019. Controlled intervention studies were included so long as they used objective measures of MVPA. Methodological quality was assessed using the appropriate Joanna Briggs Institute (JBI) Checklist. Random effects meta-analysis was used where appropriate. Of the 5459 records, only 5 studies met all inclusion criteria, reporting on 1452 participants; 3 quasi-experimental studies and 2 RCTs. All 5 eligible studies reported favorable intervention effects. Meta-analysis was possible from 4/5 studies: the mean difference between intervention and control groups at follow-up was +14.3% of lesson time in MVPA (confidence interval [CI] 2.7 to 25.8). Efforts to increase the MVPA content of elementary school PE are achievable. Two studies employed PE specialist teachers and 1 study used an expert instructor as their intervention, 2 studies worked with the class teachers using self-determination theory. All studies focused on health (MVPA) outcomes and included either "fitness infusions" or physically active games to engage students' in physical activities and increase their activity level.

Стан мотивації до саморозвитку і самоосвіти під час фізичного виховання дівчат у різних закладах вищої освіти

At the present stage, the problem of implementing a personalized approach during the physical activity of girls and boys in higher education in order to solve various tasks in terms of content, including the implementation of physical self-development. The purpose of the study was to determine the characteristics of students of different institutions of higher education in the motivation of their activities to physical self-development for implementation indivsdual approach. Material and research methods. This goal achived using a set of adequate research methods. Analysis, synthesis, systematization were used to process sources of information; the necessary empirical data were obtained by the method of psychodiagnostic testing (L. Berezhnov’s test “Reflection on self-development”); to organize the study used the method of experiment, to process the data – adequate methods of mathematical statistics. The study involved 168 girls who were students of various higher education institutions, their age was 18,5±1,3. Results. The education of girls in various institutions of higher education to some extent affects the state of formation of their motivation for physical self-development and self-education. High and medium levels of such motivation are found in almost the same number of girls – future officers and future teachers of physical education; the former have a significantly higher number of low-level results dsfferent than the last one. The number of respondents who spend less than one and more than 2 hours on self-development differed significantly: girls – future officers, respectively, more and less than girls – future specialists in physical education. Conclusion. Using the results of last one as model values іs impractical. It is necessary to increase the attention of physical education teachers to the practical provision of girls with self-development and self-education, taking into account the tasks of physical education.

Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink &amp; Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo &amp; Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, &amp; Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning &amp; Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, &amp; Musson, 2012; Morgan &amp; Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas &amp; Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

The justification of the development program of professional competences of physical education teachers in New Ukrainian School conditions

The article is dedicated to justification of elaboration and characterizing of special course program “The modernization of school physical education in conditions of New Ukrainian School” in order to increase qualification for physical education teachers. This program gives opportunity for physical education specialists to develop professional competences in order to perform studying, methodic, physical-strengthening, group work in conditions of standards of new Ukrainian school; to obtain technique of formulated evaluation; to model the lessons, based on competence approach; to form the readiness to implement key competences into physical education of pupils. What is more, there were highlighted pre-conditions for establishing of this program on the basis of questionnaire of 341 physical education teachers from seven Ukrainian regions: Lviv, Ternopil, Ivano-Frankivsk, Khmelnytsk, Vinnytsia, Dnipropetrovsk, Kherson. There was determined that the main factors that prove the demand in elaboration of program of course second preparation is physical education teachers’ though that courses of qualification increase is the main source to get information about educational innovations (60,4%); the need in additional studying (38,6%); the importance of such special course in course second preparation on the modern stage (22,3%); lack of professional competence according New Ukrainian School (4,9%); the need in course second preparation in distance format (59,7%).

PROMPT PHYSICAL AVAILABILITY OF THE MILITARY ‒ CONCEPTS, PRINCIPLES, COMPONENTS

Endurance (the ability to sustain activity), strength (the ability to overcome endurance) and motor skills (the functional application of force and endurance to react operatively to stimuli in the form of effective movement) are essential features for the physical performance of the military and, on a larger scale, for their success in the military system. Prompt physical availability is the ability to meet the physical requirements of any service or combat situation, in order to fulfill the mission or continue the fight until victory is achieved. Looking ahead, the multi-field approach in military operations identified the need for the military to be constantly physically prepared so that they would be available to fight in extreme environments of dispute and difficulty. Both tactical and physical training will remain a key component of combat training, and military physical education specialists must find solutions to integrate physical training into tactical field training exercises.&#x0D; &#x0D; Keywords: prompt physical availability, concepts of training, physical training, workout, military physical education.&#x0D;

Biomechanical technology of injury prevention in the training of specialists in physical education and sports

Purpose: to develop and experimentally test the biomechanical technology of injury prevention of future specialists in physical education and sports in the process of professional training (rock climbing for example). Material and Methods. The participants of this study were 84 male students engaged in amateur climbing aged 18-19 years. All athletes were also students of physical education faculties of Ukrainian universities; 40 athletes were in the experimental group and 44 athletes were in the control group. The biomechanical technology for injury prevention in the training of specialists in physical education and sports has been developed on rock climbing for example. Developed biomechanical technology for injury prevention contains 3 areas: 1 - theoretical; 2 - analytical; 3 - practical. Injury risk (incidence) was defined as the number of injuries to the total number of athletes in the analyzed group. Relative risk (incidence rate ratio) was determined by the ratio of risk in the control group to the risk in the experimental group. The chance of injury was defined as the ratio of the number of injuries to the number of uninjured athletes in the analyzed group. The relative chance (Odds Ratio) was defined as the chances of injury in the control group to the chances of injury in the experimental group. These indicators were determined separately for low, medium and severe finger injuries. Results. The applied technology of injury prevention significantly influences the reduction of the number of injuries of athletes – future specialists on the physical education and sports (on rock climbing for example). It is established that the application of the developed technology of injury prevention reduces the risk of finger injuries: low complexity – in 2.364 times (95% CI = 0.925-6.041, P&gt; 0,05) times; medium complexity – in 3.333 times (95% CI = 1.001-11.096, P (Fisher) = 0.030); high complexity – in 8.182 times (95% CI = 1.084-61.749, P (Fisher) = 0.011). Conclusions. The application of the developed biomechanical technology of injury prevention in the process of training specialists in physical education and sports significantly reduces the risk of injury to students.

Features of vascular regulation of students – future specialists in physical education and sports of different sports specializations with different body lengths

Purpose: to reveal the features of the indicators of the orthostatic test in students with different body lengths and different sport´s specializations, studying in the specialty "Physical education and sports". Material and methods. The study involved 42 students who play sports at the amateur level. The following research methods were used in the work: method of analysis of literary sources; method of determining body length; orthostatic test method; method of determining stroke volume and minute blood volume. Results. The influence of both factors (body length and sport) on the orthostatic test was significant for the following data: systolic blood pressure in the vertical position, diastolic blood pressure in the vertical position; change in diastolic blood pressure when changing body position from horizontal to vertical; Heart rate in vertical and horizontal positions; change in heart rate during the transition from horizontal to vertical position; stroke volume of blood in the vertical position; change in the stroke volume of blood during the transition from horizontal to vertical position; all indicators of minute volume of a blood-groove (p &lt;0,005; p &lt;0,01; p &lt;0,001). The more significant influence of judo and football classes in comparison with running short and medium distances on the indicators of vegetative-vascular regulation was determined: the best indicators - in judo, the next place - in football, then - athletes. It was found that students with a body length of more than 190 cm have difficulty with vegetative-vascular regulation. Conclusions. To improve the adaptive capacity of vascular regulation to change the position of the body from horizontal to vertical in tall athletes is effective to use any exercise, but the most effective exercises that activate aerobic and anaerobic glycolytic energy systems. Also useful are exercises that require frequent transitions from lying down (sitting) to standing position, as well as changes in the direction of movement.

NEW UKARINIAN SCHOOL EDUCATIONAL REFORMS AND PROFFESSIONAL MASTERSHIP OF THE PHYSICAL EDUCATION TEACHER

The physical education teachers’ attitude towards reforming of education in Ukraine in terms of reform “New Ukrainian School” was analyzed in the article. The physical education specialists’ thoughts according these reforms’ impact on forming of professional mastership of teachers were analyzed in the article. The goal of the research is to provide comparable analysis of the support level of New Ukrainian School reforms that have impact on building professional improvement of physical education teachers. In order to reach the goal such methods were applied as analysis and generalization of literature sources, teachers’ survey, based on questionnaire, its mathematic processing and comparative analysis. There were questioned 341 teachers from 7 Ukrainian regions with different qualification levels and pedagogical experience. All the respondents have given their permission in participation in the research. The different levels of support of educational reforms among physical education teachers were found out. Innovations, in general, have higher than average and lower than average levels of support. The highest level of support has such innovation as freedom to choose or create educational program – 77,4%. However, even with high level of support, 41,9% of teachers think that they should teach pupils according to the only studying program, that is submitted by profile ministry. Only 6,5% of respondents are ready to create their own studying programs. However, 33,8% of teachers think the studying program should be adapted according to conditions of educational establishments. In order to build professional mastership, it is essential to imply different forms of qualification improvements (71,3%), distance studying during course retraining (59,7%), teachers’ certification (53,6%). The lowest level of support has decentralization in management of educational establishment (39,1%).

Teachers’ Perceptions of Physical literacy

AbstractThe purpose of this study was to explore what current physical education specialists and generalists know and understand about physical literacy and how the concept is operationalised in physical education. Six teachers from an urban school district in Canada participated in semi‐structured interviews as part of a larger physical literacy intervention study. Interviews were audio‐recorded and transcribed verbatim. Transcripts were thematically analysed. Three themes were generated from the data: (a) ‘Never really used that word [physical literacy] before’, (b) ‘Well, we do have outcomes’ and (c) ‘What do you guys want to play’? Findings demonstrated that the majority of teachers in this study, regardless of being a specialist or generalist, exhibited limited understanding regarding the overall concept of physical literacy. This illuminates the need for all teachers to be better supported to understand and develop physical literacy through their physical education classes.

Effect of a 6-Week Physical Education Intervention on Motor Competence in Pre-School Children with Developmental Coordination Disorder.

The objective of this research was to analyze the impact of an intervention program performed by a specialist in physical education (PE) to contribute to the development of motor competence (MC) in pre-school children with motor development problems. The sample consisted of 28 children (12 from the intervention group and 16 from the control group) aged between 4.1 and 5.9 years (mean = 4.71 ± 0.54) who were in the fifth and sixth grades of pre-school education in two schools from Lugo, Spain. The Movement Assessment Battery for Children-2 (MABC-2) was used for data collection. The data revealed that, in the pre- and post-test intervention groups, there are statistically significant differences in manual dexterity (p < 0.001; d = 2.63), aiming and catching (p < 0.002; d = 1.13), balance (p < 0.001; d = 1.68), total test score (p < 0.001; d = 3.30) and total percentile score (p < 0.001; d = 1.88). Between the control and intervention post-test groups, significant differences were found in manual dexterity (p = 0.015; η2 = 0.22), aiming and catching (p = 0.003; η2 = 0.32), balance (p = 0.050; η2 = 0.15), total test score (p < 0.001; η2 = 0.47) and total percentile score (p < 0.001; η2 = 0.48). Based on the results obtained, a specific MC program implemented by a PE specialist contributed to the improvement of manual dexterity, aiming and catching and balance, as well as a better percentile in the general MC of pre-school children diagnosed with motor skill problems.

Unexpected Careers: My Environment Made Me Do Them

This essay describes how environmental conditions affected my unexpected evolution from farm life in a rural Canadian community to becoming a physical education specialist and multisport coach and eventually a U.S. kinesiology scholar with a public health focus. I first recount my life on the farm and initial education and then identify the importance of full- and part-time jobs relative to how they helped prepare me for a life in academia. Later, I summarize two main areas of academic work that extended beyond university campuses—the design and implementation of evidence-based physical activity programs and the development of systematic observation tools to assess physical activity and its associated contexts in diverse settings, including schools, parks, and playgrounds. I conclude with a section on people and locations to illustrate the importance of collaborations—essential components for doing field-based work. Without those connections, I would not have had such an extensive and diverse career.

Eastern Cape teachers’ perceptions of their pedagogical content knowledge in Physical Education

In South Africa, the Physical Education (PE) curriculum has been reimplemented after an absence of more than a decade. The new South African Curriculum and Assessment Policy Statement (CAPS) stipulates that thirty minutes to two hours’ teaching time per week be allocated to PE. The reintegration poses challenges, as teachers are under- and unqualified, with low self-efficacy and actual ability in PE-based pedagogical content knowledge. The lack of qualified specialist PE teachers is a current national dilemma. The purpose of this study was to determine the status of Eastern Cape teachers’ Physical Education qualifications and self-efficacy in pedagogical content knowledge. Forty-two teachers from eight primary and secondary schools, both low- and highresourced and from both urban and rural areas, were purposively sampled. The Sport in Development Impact Assessment Tool, a structured questionnaire, was used to gather quantitative data. Descriptive statistics indicated that most teachers had no formal Physical Education qualifications (76.2%) or had not participated in Physical Education informal training (69.0%) or non-formal training (76.2%). There were variations in the teachers’ confidence levels regarding Physical Education-based pedagogical content knowledge. Only 31.8% were very confident. Most teachers (80.0%) believed that teacher training was a problem. It is imperative to improve teachers’ PE-based self-efficacy and professional competence through continuing professional teacher development.

We Stand on Her Shoulders: Tracing the Pedagogical Legacy of Dr. Barbara E. Jensen

ABSTRACT Dr. Barbara E. Jensen was a Former Editor of the Measurement in Physical Education and Exercise Science (MPEES) journal. In this role and through her teaching, scholarship, and other professional services, she made enormous contributions to the field of physical education and exercise science, with a key and immutable focus on the advancement of measurement and evaluation theory and application. She made an ordinary college professor’s job extraordinary. Unpretentious and passionate with a distinctive pedagogy and sustainable devotion were her trademarks and unfailing legacies. By tracing and celebrating Dr. Jensen’s dedicated life, teaching practices, commitment to the Humanics Philosophy, and professional activities, this article sheds constructive light on the preparation, development, and advancement of future generations of measurement and evaluation specialists in physical education and exercise science, while paying tribute to a giant in the field.

Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices.&#x0D; Keywords: physical education, elementary school, generalist, specialist, physical activity