A Practical Guide to Teaching Physical Education in the Secondary School

Whitehouse, Kerry

doi:10.4324/9780203066799

Cited by 4 publications

(1 citation statement)

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“…Garrett and Wrench, 2007;Morgan and Bourke, 2008). Combined with the different challenges regarding the specific content and pedagogical knowledge, including the increased physical risk and class management, PE is perceived as one of the most challenging subjects in the curriculum for primary teachers to deliver (Chappell, 2006;Katene and Edmondson, 2004).…”

Section: Pe In Primary Itementioning

confidence: 99%

Primary physical education, coaches and continuing professional development

Blair

Capel

2011

Sport, Education and Society

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Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches) (Sports coach UK, 2004, 2007a). These coaches hold national governing body awards, but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community based football coaches working in primary schools of the impact of a Continuing Professional Development (CPD) programme on their ability to undertake 'specified work' to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short and medium term planning; pedagogy; knowledge of the curriculum; and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches' knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools.

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Section: Pe In Primary Itementioning

confidence: 99%

Primary physical education, coaches and continuing professional development

Blair

Capel

2011

Sport, Education and Society

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Self-Efficacy of Physical and Health Education Student Teachers in the Quebec Context

Amamou

Vandercleyen

Desbıens

2021

Discourse and Communication for Sustainable Education

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Pre-service training is a critical period for establishing the beliefs of future teachers in their ability to successfully assume their responsibilities as teachers. One of the goals of teacher education programs would therefore be to cultivate a high sense of competence among students. For this purpose, a scale to measure the perception of self-efficacy (PSE) among Quebec physical and health education trainees during teaching has been developed and empirically validated. Teacher trainees (n = 232) enrolled in 3rd and 4th year in the Bachelor of Education in Physical and Health Education (PHE) in four different university programs in Quebec participated in the study. Subsequent exploratory and quasi-confirmatory factor analyses led to the development of an instrument with 19 items divided into three factors, explaining 66.10 % of the total variance. The convergent and divergent measures of validity are satisfactory, as are those of the reliability of the three scales (upper lower limit: .78 to .93). Finally, the RMSR, CFI, RMSEA and NNFI indices show an excellent goodness of fit of the model obtained.

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L’apprentissage coopératif en « groupe d’experts » et la professionnalisation des futurs enseignants : un exemple en éducation physique et sportive

Escalié¹,

Legrain²,

Lafont³

2018

Carrefours De l'Éducation

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Les dispositifs coopératifs de formation visent à favoriser l’acquisition d’habiletés et de connaissances pour mieux pouvoir s’en servir pour instruire. Cette recherche étudie l’un de ces dispositifs dans le cadre de l’acquisition de compétences préprofessionnelles chez des étudiants se destinant à l’enseignement de l’EPS. L’étude menée auprès 73 étudiants de 3 e année STAPS dans un cycle d’initiation de savate boxe française examine, à partir de données quantitatives et qualitatives, l’influence d’un dispositif en « groupe d’experts » sur les perceptions d’auto-efficacité à enseigner ainsi que l’activité des étudiants dans les différentes étapes du dispositif. Les résultats mettent en évidence un effet significatif de la pratique en groupe d’experts sur la perception d’auto-efficacité à enseigner l’activité sportive. Les données qualitatives révèlent que l’expérience pratique vécue dans les ateliers d’expertise tend à constituer une des principales sources d’information permettant à l’étudiant de structurer son intervention lors de la phase d’instruction. Ces résultats ouvrent des perspectives en termes d’ingénierie de formation des étudiants se destinant aux métiers de l’enseignement.

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A Practical Guide to Teaching Physical Education in the Secondary School

Cited by 4 publications

References 0 publications

Primary physical education, coaches and continuing professional development

Primary physical education, coaches and continuing professional development

Self-Efficacy of Physical and Health Education Student Teachers in the Quebec Context

L’apprentissage coopératif en « groupe d’experts » et la professionnalisation des futurs enseignants : un exemple en éducation physique et sportive

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