An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

Tsangaridou, Niki; Pieroua, Mikaela; Charalambous, Charalambos Y.

doi:10.1177/1356336x221115376

Cited by 5 publications

(2 citation statements)

References 39 publications

(162 reference statements)

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“…The case above is not unique among sports exercise science students; many others have similar misunderstandings about physical education. Other research has also shown that in-service and pre-serve teachers contain misconceptions about their future beliefs about how to teach PE [2] . They cause problems for students in learning movement techniques and can result in misunderstanding the concepts taught.…”

Section: Introductionmentioning

confidence: 99%

From confusion to clarity: A comprehensive study on misconceptions in physical education

Nath,

Das

et al. 2024

Int. J. Phys. Educ. Sports Health

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This article emphasizes the widespread existence of misunderstandings regarding physical education practices among educators and mass people. These misconceptions include the notion that physical education solely revolves around sports competition, the perception that it holds less significance than academic subjects and the belief that physical education teachers only require proficiency in sports. The article highlights the importance of adopting a holistic strategy to enhance the standard of physical education. This involves diversifying teaching methods, promoting engagement in sports activities, and developing curriculum designs tailored to the specific requirements of teacher education in different settings. The principal causes of confusion regarding physical education activities are the scarcity of professional teachers in early childhood education and inadequate pedagogical skills. The paper proposes that educators and stakeholders implement remedial actions, such as offering professional development programs, employing interactive interventions, and integrating technology-based platforms, to rectify these misconceptions. By implementing this approach, instructors can establish an all-encompassing and hospitable atmosphere that fosters comprehensive growth, analytical reasoning, and enduring engagement in physical pursuits. The essay asserts that rectifying misconceptions regarding physical education is vital to fostering its genuine worth and purpose in kids' lives.

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Section: Introductionmentioning

confidence: 99%

From confusion to clarity: A comprehensive study on misconceptions in physical education

Nath,

Das

et al. 2024

Int. J. Phys. Educ. Sports Health

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“…Physical education (PE) teachers strive to improve their pedagogical content knowledge (PCK) to provide the most effective instruction for their students [1][2][3]. While inservice PE teachers may have a basic understanding of the different types of sports activities due to their common knowledge (CK), they still need to acquire advanced specialized content knowledge (SCK) to instruct their students efficiently [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

Man

et al. 2023

Sustainability

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The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities.

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Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education

Soini,

Watt,

Sääkslahti

2024

European Physical Education Review

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This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ ( N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance revealed that pre-service teachers with higher self-reported levels of PA reported higher scores for perceived importance of PE in supporting a child's physical functionality ( p = 0.004), and perceived competencies to support a child's PA ( p = 0.017) and teach PE ( p = 0.023). Results of independent sample t-tests indicated that pre-service teachers meeting daily PA guidelines reported higher scores for enjoyment of schooltime PE ( p = 0.001) and perceived competence to teach PE ( p = 0.001). Findings highlighted that pre-service teachers’ self-reported PA was positively related to their perceptions of PE, supporting the recommendation within early childhood teacher education to encourage pre-service teachers to engage in PA.

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An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

Cited by 5 publications

References 39 publications

From confusion to clarity: A comprehensive study on misconceptions in physical education

From confusion to clarity: A comprehensive study on misconceptions in physical education

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

Relationships between pre-service teachers’ self-reported physical activity and their perceptions of physical education in early childhood teacher education

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