Physical Education Teacher Training Research Articles

Physical Education Teacher Training Within Juvenile Detention Centers

In today's rapidly evolving educational environment, there is a pressing need to train teachers to respond to the increasingly diverse needs of students. Although physical education teacher education (PETE) programs across the country offer a wide variety of early field experiences for students, very few provide opportunities to work with currently incarcerated youths. One such partnership exists at Northern Illinois University (NIU), with a collaboration between the PETE program, the Illinois Department of Juvenile Justice, and Project FLEX. Project FLEX is a physical activity and life skills program for incarcerated youths, one of the only current programs in the United States. The program's primary aims are to incorporate life skill content into sport programming that fosters the transfer of these skills outside of programming and to engage youth in activities that increased physical activity levels while encouraging improvements to their sedentary lifestyle. The purpose of this article is to highlight the partnership between Project FLEX, the Illinois Department of Juvenile Justice, and the PETE program at NIU, discuss the partnership's impact on those involved, and share some potential future directions of the partnership. Further explanation of the interplay between the PETE program, the student's roles and responsibilities within Project FLEX, and how such early field experiences are currently situated within the PETE program will be discussed.

Prospects for the implementation of the variable module "floorball" in the physical education curriculum for 14-16-year-old boys

The article deals with issues related to the development of floorball in general secondary education institutions. The presence of so-called variable modules within the current curriculum allows to vary to some extent the content of the educational material on physical culture in the direction of including the means of those types of sports and motor activity, which, on the one hand, are interesting and accessible to modern schoolchildren and, on the other hand, positively affect the level of their health and development. The purpose of the study is to determine the attitude of physical education teachers to the introduction of the "Floorball" module as a variable component of the physical education curriculum for 14-16-year-old boys. The research concept is based on the methodological, theoretical and scientific-methodical levels of the basic provisions of pedagogy and the theory and methodology of physical education. The research was carried out at Zhytomyr Ivan Franko State University and general secondary education institutions of Zhytomyr region in 2023-2024 in which 42 students - future physical education teachers - and 137 physical education teachers participated. Research methods: analysis of literary sources, observations, interviews, questionnaires, methods of mathematical statistics. Floorball is a team game sport and represents hockey in a sports hall. Simple equipment for the player, relatively inexpensive sports equipment made of plastic materials which makes it light and reduces the risk of injury, simple rules of the game and the ability to train on any flat surface. Floorball as a means of physical education attracts the attention of students with its high emotionality, spectacle, variety of manifestations of physical qualities, many different game combinations, quick transition from actions in attack to defense and ensures the preparation of student youth for active life activities and a healthy way of life. It was established that only 19.1% of the students have the skills and abilities to play floorball during a physical education lesson, and 71.4%, 66.1% and 63.0% of teachers with different work experience, respectively. The biggest obstacle to the introduction of floorball in lessons and extracurriculars in general secondary education institutions is the lack of sports grounds, the necessary equipment and the appropriate professional training of physical education teachers.

State of professional readiness of the future physical education teachers

The current state of training of students of the faculties of physical education and sports requires modernization and improvement of the training process of future physical education teachers in secondary schools. The problem of forming the professional readiness of teachers is currently in the center of attention of the Ukrainian education sphere. Professional training of physical education teachers must meet the requirements of the methodology of modern science; organically fit into the general theory of the culture of the individual and society; to enable students to identify and solve philosophical, cultural, sociological, psychological and pedagogical problems. The purpose of the work is to determine the professional readiness of future physical education teachers to work in a secondary school. The research methodology is based on the theoretical and scientific-methodical levels of the main provisions of pedagogy and psychology, theory and methodology of physical education and professional education, laws and principles of the educational process in the field of physical culture and sports. Scientific methods were used in the research: analysis of literary sources, pedagogical observation, interview, questionnaire, assessment of professional readiness. The research was conducted at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part. Scientific novelty. The acquired professional knowledge, skills and abilities at the level of the latest achievements of psychological-pedagogical, anatomical-physiological disciplines and a high level of physical and methodical preparation in the field of physical culture and sports are the basis of the successful activity of the future physical education teacher. Conclusions. It was established that 17.6% of third-year students had a high level of professional readiness, 50.9% had an average level and 31.5% had a low level. The fourth-year students showed better knowledge, abilities and skills, their professional training, and accordingly, their professional competences are higher: 23.8% have a high level of professional training, 51.8% - average, and only 24.4% - low.

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

Examination of Physical Education and Sports Teacher Training Curriculums in German Universities

Training of future physical education teachers to physical culture and health activities in the secondary school

The article examines the actual problems of training of future physical education teacher for physical culture and health activities in a secondary school. The process of preparing students of the Faculty of Physical Education and Sports for the organization of a physical culture and health environment at school has been revealed. The components of physical culture and health activities and the level of training of students for this type of activity are established. It has been proven that the issues of physical culture and health activities in Ukrainian schools are quite relevant for improving physical fitness, harmonious development and recovery of students. The purpose of the work is to establish the level of readiness of future physical education teacher for physical culture and health activities in a secondary school. The research methodology was to reveal the current state of solving the problem of training future physical education teachers for physical culture and health activities in a secondary school using analytical investigation methods and problem-based research methods. The following scientific methods were used in the study: analysis of literary sources, pedagogical observation, conversation, questionnaires, expert assessment and self-assessment of the level of knowledge, skills and abilities in physical culture and health activities, methods of mathematical statistics. The research was carried out at Zhytomyr Ivan Franko State University in 2021–2023, in which students of the third and fourth years (84 persons) of the Faculty of Physical Education and Sports took part, who are studying under the educational and professional bachelor's program in the field of knowledge 01 Education/Pedagogy, specialty 014, Secondary education in subject specialty 014.11 Secondary education (Physical culture). The scientific novelty consists in the disclosure of the dynamics of the formation of physical culture and health readiness of students of the Faculty of Physical Education and Sports for professional activities at school. Third-year students have a low level of readiness for physical education and health activities at school (61.1–65.1 points). The students of the fourth course showed good grades (73.2–76.9 points) in all components of readiness for physical culture and health activities. Conclusions. The preparation of future physical education teacher for physical culture and health activities at school can be presented as a system of organizational, psychological and pedagogical measures of a higher education institution aimed at acquiring knowledge, abilities and skills in health preservation and experience of implementing various forms of physical culture.

Methodical mastery of students of physical education faculties as future specialists in the field of teaching gymnastics

The article highlights the theoretical foundations of training future physical education teachers in gymnastics and its teaching methods, defines and substantiates the mastery indicators of this type of activity. At the present time, this problem is also due to the fact that at the current stage of development of the institution of general secondary education, the level of requirements for the professional training of future physical education teachers has significantly increased. The purpose of this work is the theoretical and methodological substantiation, the characteristics of indicators of methodical mastery of future teachers of physical culture in relation to the organization and conduct of gymnastics classes in general secondary education institutions. The analysis of scientific research shows that the training of a physical education teacher requires, first of all, professionally significant knowledge, abilities and skills, as well as the coordination of special personality qualities, namely: proper attitude to professional activity; development of methodical thinking of future teachers of physical education; the ability to work in a team and independently; availability of communication skills; effectively apply acquired knowledge, skills and abilities in professional activities, etc.
 The peculiarities and specifics of educational forms of gymnastics classes in higher education are substantiated for the effective formation of professional skills and skills for conducting various forms of gymnastics classes; mastering practical material and developing the skills of its optimal selection for organizing and conducting gymnastics classes; increasing the level of development of basic motor skills; realization of creative possibilities of students in modeling future professional activity.
 It was established that the methodical mastery of the physical culture teacher is most pronounced in the process of his professional activity in the educational institution, the correspondingly formed system of special knowledge, abilities and skills and the development of the thinking of future specialists.

Formation of the foreign language competence of future physical education teachers when working with digital didactic flash cards

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

Meaning and significance of the continued training of physical education teachers at the Londrina Municipal Education Bureau

Continued teacher training is a topic that has been studied by several authors and can be understood as a process of complex and continuous development of reflection and construction about the profession and not a product ready to be consumed. The Municipal Department of Education of Londrina (SME) is responsible for the continued training of all teachers who work in the municipal education network. The present study sought to find out, with the Physical Education teachers of the said network, what the meaning and meaning attributed by them, of the continuous training offered by the SME. For this we used a questionnaire with statements associated with Likert scale of agreement and the theme was divided into three categories: Conception of continuous training; Conception of teaching; Relationship of professional interest-need and offer by SME. For the application of the questionnaire, an email was sent with a link to the form to the 159 teachers from the municipal network who are taking part in the continuous physical education training and 81 teachers participated in the research. The data were analyzed according to the higher incidence of responses that pointed out that teachers consider the continuous training process important for professional development and that it is capable of producing changes in the teaching identity, that they have the conception of being professionals of education and that this requires continuous training, that the continuous training offered by the SME contributes to the professional growth of teachers and that it should prioritize moments of exchange of experiences. We believe that the points raised from the answers should be discussed with the group of teachers and we conclude that it is necessary for the teacher to attribute meaning and meaning to this process. We also concluded that continuing education programs have much to contribute to professional development, based on reflections that favor the construction of teaching identity.

Lessons Learned During the Pandemic: Shaping the Future of Physical Education in India

On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study’s results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology– related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training.

Research on the Ways to Improve the Practical Teaching Ability of Early Childhood Physical Education Teachers in Pre-service Training

Early childhood education (ECE) is a critical stage for developing physical fitness, motor skills, and social competence in young children. In recent years, with the growing recognition of the importance of early childhood education, the pre-service training of early childhood physical education teachers has received more attention. Practical teaching ability is a core factor affecting the quality of early childhood physical education teachers' education. To enhance the practical teaching ability of early childhood physical education teachers, this article explores specific strategies and approaches that can be adopted at the pre-service training stage to guide teacher education institutions and policymakers to optimize pre-service training programs and improve the quality and effectiveness of future teachers. The article identifies several key ways to enhance the pre-service training of early childhood physical education teachers: the intensification of theoretical training, the deepening of practical training, the establishment of mechanisms for reflection and evaluation, and the application of technology and innovative methods to enhance teachers' professional knowledge and skills, and also their motivation to teach and their ability to innovate.

Education Outside the Classroom in Norway: The prevalence, provision, and nature of uteskole

This article presents data from a national survey on the prevalence, provision, and nature of education outside the classroom (“uteskole”) in Norway. Uteskole can broadly be defined as the practice of relocating traditional classroom teaching to outdoor settings such as forests, parks, school gardens, or cultural and societal institutions as a supplement to indoor classroom teaching. Herby, uteskole facilitates enriched, experiential, and context-based learning has inspired school practices in other parts of Europe, such as the UK, Germany or Switzerland. Despite its widespread use and impact on teaching nationally and internationally, no reliable data on the prevalence, provision, and nature of uteskole exists to date. From a total of 2671 schools contacted via an online questionnaire, n = 535 (20.0 %) provided valid data. To account for a possible non-response bias, a random sample of n = 460 of the remaining non-responding schools was additionally contacted by telephone. Of those, n = 334 offered complete replies, resulting in a representative sample. Based on a total sample of N = 869 schools (32.53 %), the results reveal a prevalence of 87.6 % of uteskole practice in Norway in grades 1–10, and 68.7 % practice uteskole at least half a day every second week. Uteskole is taught almost across all subjects and is reported to be connected to the indoor teaching and is strongly influenced by the tradition of friluftsliv (“outdoor-life”). This is also represented in the respective teacher qualifications, as specific uteskole competences are mainly acquired in physical education teacher training. We conclude that to align the teachers’ qualifications with the widespread uteskole practices, it should become a mandatory element in teacher education across all subjects. With the substantial evidence highlighting the positive effects of uteskole, we firmly believe that Norway is uniquely positioned to provide its future generations with an education that equips them to meet the challenges that confront our world.

INNOVATIVE APPROACHES OF NATURAL SCIENTIFIC TRAINING OF FUTURE TEACHERS OF PHYSICAL EDUCATION

The presented article analyzes and characterizes innovative approaches to the natural science training of future physical education teachers. Modernization of education prioritizes the formation of a specialist of high quality and competence, capable of innovative search for ways of self-realization in the conditions of continuous integra- tion of Ukraine into the European educational space. Strengthening the health potential of youth, providing a differentiated approach to groups of children of different ages, fore- casting their needs and motivation for physical development and self-improvement de- pends on the physical culture specialist.We have developed an integrated system of medical and biological education to im- prove the quality and competitiveness of a physical culture specialist in the labor market. Thus, we made an attempt to construct the content of integrated natural science educa- tional disciplines and built an end-to-end logical-didactic structure, updating knowledge in accordance with the new achievements of the disciplines of the natural science cycle; strengthening the relationship between fundamentality and professional orientation of education; ensuring variability and alternative, humanization and democratization of the educational process; improvement of natural science education and establishment of a close connection with sports and specialized training. In this study, the main directions, factors, indicators and criteria for the intensification of student learning with the use of innovative and information and communication technologies were identified.The modernizing ideas of the philosophical interpretation of human value are at the basis of this research, the humanitarian significance of natural scientific knowledge is actualized, which opens up wide possibilities of interdisciplinary and transsubjective integration for use in the process of training modern specialists and achieving high sports results. We have proven the effectiveness of scientific competence, which is ensured by creating an innovative educational environment characterized by openness and autonomy, information saturation and integrability, flexibility and synchronization, multi-vector and creativity. Thanks to the use of innovative approaches in the training of future teachers of physical education, cognitive activity increases, creative thinking and professionalism develop, innovative technologies of physical education are much better assimilated, and most importantly, the mastering of the professional competencies of pedagogues-scientists, pedagogues-innovators takes place. We have proven that the concept of training physical culture specialists of a new type requires mastering an end- to-end multivariate cycle of creative work, from the search for new principles and ideas to the development and implementation of new technologies based on the maximum automation of information processing processes and their practical implementation.We recommend that when planning the educational process in higher education institutions of the physical culture profile, clearly choose and take into account the relationships with previous and subsequent disciplines, adjust the content of the disciplines being studied in order to prevent duplication of educational material. The integrative approach is the most predictable and necessary, we will see the solution to the problem of integration in a close combination of natural science and sports-specialized training. Natural science disciplines in general should include professionally oriented knowledge, peculiarities of teaching and education methods. With such an approach, the assimilation of professionally oriented disciplines takes place through the principle of connecting theory with practice, thus actualizing knowledge and forming skills in professional and pedagogical activities.

Emotions, subjective well-being and gender in basketball learning in teacher education: a case study

The narrative study of emotions in Physical Education teacher training allows us to approach the associated personal and social meanings. The first objective of this research was to understand in a Chilean context the emotional meanings of university Physical Education students in their learning of basketball. Secondly, the objective was to interpret these emotional meanings from a gender perspective. A qualitative, interpretative, and phenomenological methodology was used. Four women and seven men from the Physical Education Pedagogy program at a private Chilean university in the Metropolitan Region participated in the study. The data were collected through personal diaries, which were subjected to a deductive-inductive content analysis with the Atlas.ti 22 program. The results show 14 categories referring to four positive emotions and six negative emotions for subjective well-being. There were nine shared and five separate categories between male and female gender. It is concluded that the recognized meanings can be used to favor subjective well-being by means of didactic adaptations in basketball learning.

IMPACT OF SPECIALIZED AND UNSPECIALIZED PHYSICAL EDUCATION TEACHERS ON THE SPEED AND ENDURANCE OF 7-9-YEAR-OLD STUDENTS

Reduced motor activity and impaired physical fitness are among the great problems of modern society. Many authors point out that one solution to this problem is creating a lasting interest in motor activity before the age of 10-11 when the child has a natural need for movement. At the same time, in Bulgaria and many other countries, physical education in preschool and primary school age is taken over by teachers who are not specialists in physical education and sports. This study aimed to track changes in acquiring motor abilities such as speed and endurance for pupils in the 1st, 2nd, and 3rd grades, aged 7 to 9 years, with whom specialists with different specializations have worked. The research was carried out with 11 pupils at a primary school. Running 30 m and Shuttle Running 4 x 50 m tests were used. The testing and mathematical-statistical methods (variation analysis and comparative analysis with t-criterion of Student) were used in the study. The analysis showed a significant difference in students’ results between physical education and non-specialist teacher training. Undoubtedly, training by a non-specialist teacher leads to a decrease in the values of the considered indicators in the pupils’ physical fitness.

The study of professional competencies of physical education teachers in water sports

The relevance of the issue is determined by the need to improve the training of physical education teachers and the mastery of water sports methods by future teachers. The purpose of the article is to develop and test ways to improve the professional competencies of physical education teachers in water sports, namely, the introduction of the elective course “Working with students in water sports” into the educational process and determining the effectiveness. During the study, student competence in water sports and their teaching readiness was assessed using a three-component model: motivational, content, and procedural. Evaluating factors like interest, skills, lesson management, and outcome regulation helped determine their professional competence level.The experiment was conducted at Sh. Ualikhanov Kokshetau University and Abay Myrzakhmetov Kokshetau University, involving 120 students from the Department of Creativity and Sports, who are prospective teachers and coaches. The preliminary experiment highlighted the necessity to enhance the preparation of future teachers for water sports coaching. The results from both the experimental and control groups were nearly identical, underscoring the credibility of the study. The significance of the research paper in the theoretical aspect lies in considering and discussing the need to introduce ways to improve the professional competence of physical education teachers in water sports, determining the criteria for assessing the level of professional competence of teachers of the above-mentioned specialty. Key words: Skill assessment, Pedagogical preparedness, Aquatic training techniques, Curriculum enhancement, Coaching methods, Athletic development, Teaching strategies.

Проблема дистанційного навчання майбутніх вчителів з фізичної культури під час російсько-української війни 2022

The article presents the problems of training future physical education teachers during the full-scale Russian invasion of Ukraine. The influence of the war on the process of formation of Ukraine has been studied. The historical experience of physical culture in Ukraine, which developed in conditions of constant danger, is described. The experience of evacuating higher educational institutions during wars will be mentioned. The differences between distance learning, blended learning and traditional learning are analyzed. It was stated that the physical education program does not meet the needs of modern times. The needs for the development of training of future physical education teachers have been updated, taking into account innovations. The insufficiency of technical support for the successful implementation of the educational process has been revealed.

Forming the professional culture of a future specialist in the field of adaptive physical education and sport

The study of the issue of features of the organisation of adaptive physical education and sport is becoming increasingly popular in social and pedagogical research. In particular, since all over the world and respectively in the Republic of Kazakhstan more and more attention is paid to the expansion of opportunities for people with disabilities. That is why at the moment it is necessary to actively study the processes connected with training and formation of professional competence of specialists of this category. Hence, the purpose of the article is to analyse the available means and approaches to the educational and professional training of future employees in the sphere of adaptive physical culture and sports. Different methodological means were used for this study, among which, functional and dialectical approaches and the method of analysis and synthesis, comparison, classification, and generalisation. The results of the work done are theoretical and practical conclusions that relate to the issue under study and reveal its essence. In particular, at the beginning of the article the basic terms, in particular, adaptive physical education and professional competence of a specialist in adaptive sports were studied to fully characterise the object of research. In turn, the final component reveals specific approaches and ways of implementing training and imparting professional knowledge to future specialists. The practical value of this study is revealed in the fact that it can be used for different purposes – both in the form of methodological materials for academic disciplines and courses preparing specialists in this category and as additional material for persons wishing to improve their professional qualification. Future research papers should identify the specificities of teacher training in adaptive physical education and sport. Keywords: Education, special pedagogy, correction, rehabilitation, people with disabilities, adaptive physical education, adaptive sport

Performance criteria for vocational training of physical education teachers

The rapid development of science and technology and the social, economic and cultural changes taking place in modern society are putting on the agenda of the training of highly qualified and competitive specialists in the field of physical education and sport. The specifics of the professional activities of these specialists point to the need to modernize the content, forms and methods of higher education in this field. The objective of the study is to define criteria, indicators and describe the level of preparedness of future physical education teachers. To achieve the objective of the study, the following were used: analysis, comparative analysis, retrospective analysis, synthesis, comparison, content analysis of regulations in the field of physical education and sports, a study of personal experience in teaching; systematization and generalization; abstraction and classification. The article defines the structure of the preparation of future physical education teachers for professional activity. The analysis of scientific literature and in-house experience in teaching made it possible to identify motivational, value-based, cognitive, procedural and emotional components of the readiness of future specialists for recreational activities. Their own sub-structure, interrelationship and interdependence are indicated. The criteria (motivational, cognitive, activity and personal) with the indicators and levels (low, medium, high) of the readiness of future physical education teachers for professional activities in recreational activities have been defined. It has been stated that students with a high level of readiness for professional activity are well acquainted with the use of recreational and health-improving means. They are thoroughly and consciously conversant in modern technologies of recreational activity, with a creative approach they use the acquired knowledge to solve the given tasks. Work in the field of physical recreation is related to a stable feeling of psychological comfort, emotional activity, with confidence in raising social status and qualification. Keywords: Indicators of professionalism; Teacher; Healthy population; High school; Physical education.

Professional training of future physical education teachers in higher education institutions as a relevant issue of modern science and educational practice

The aim of the research is to theoretically substantiate the professional training of future physical education teachers in higher education institutions as a relevant problem of modern science and educational practice. Research methods: theoretical analysis of scientific and methodological literature and normative documents, analysis, synthesis, and generalization. Results: The study identifies aspects that influence the quality of physical education and its impact on the overall development of students as a component of the professional training of future physical education teachers in higher education institutions. Key aspects include changes in the role of physical education in modern society and the incorporation of modern pedagogical methods and technologies into the education of the younger generation. According to scientific findings, the structure of professional competence of a physical education teacher is outlined. The main reasons for the relevance of professional training for future physical education teachers in contemporary science and practice are defined. Key professional competencies of future physical education teachers are highlighted: methodological, pedagogical, technical skills, adaptability to different conditions and individual needs of students, inclusiveness. Conclusions. The professional training of future physical education teachers in higher education institutions is a multifaceted problem that requires a comprehensive approach. It involves preparing educators who are well-versed in modern pedagogical methods, technology integration, inclusiveness, sports science, and psychology. By focusing on these aspects, educational institutions can ensure that future physical education teachers are adequately prepared to meet the growing needs of students and contribute to their overall development. Thus, the preparation of future physical education teachers in higher education institutions is crucial for ensuring high-quality physical education, promoting health, and fostering the physical development of the younger generation. Future research is needed to define the specific features of forming professional competencies for future physical education teachers.

Predictors of Filipino physical education teachers’ intentions in the use of exercise as punishment

Background and Study Aim. Studies on exercise as punishment (EAP) have focused on students and coaches, but less attention has been given to the perspectives of physical education (PE) teachers. This study examined the factors that influence Filipino PE teachers' intentions to use EAP. Specifically, the study examined the role of socio-demographic characteristics, attitudes, and subjective norms in predicting intentions to use EAP in PE classes. Material and Methods. A cross-sectional study was conducted to collect data from 397 PE teachers from all 16 regions of the Philippines. A researcher-made questionnaire was used to collect data on the participants' socio-demographic characteristics, attitudes, subjective norms, and intention to use EAP in their classes. Descriptive statistics and regression analysis were used to analyze the data. Results. The results showed that attitude was the strongest predictor, followed by gender (male), subjective norms, and age (over 45 years). This analysis suggests that the intention to use EAP is more prevalent among males and those over 45 years. It also shows that attitudes significantly predict these intentions. This suggests that teachers who perceive exercise as a tool for improving physical fitness and enforcing adherence to rules in a physical education setting are more likely to have such intentions. In addition, respondents with higher social pressure in employing exercise as a disciplinary measure in PE classes showed greater intentions to use EAP. Conclusions. The intention to use EAP is more prevalent among male PE teachers, those who are older, and those with positive attitudes towards exercise. Additionally, teachers who feel more social pressure to use exercise as a disciplinary measure are also more likely to intend to use EAP. These findings can be used to inform the development of PE teacher training programs and policies that promote the use of positive reinforcement and other non-punitive methods of discipline in PE classes.