Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

Abstract

<jats:p><jats:bold>Purpose</jats:bold>: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. <jats:bold>Methods</jats:bold>: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. <jats:bold>Results</jats:bold>: Specialist teachers’ self-efficacy (<jats:italic>n</jats:italic> = 296) was significantly higher (<jats:italic>p</jats:italic> &lt; .05) than that of generalist teachers (<jats:italic>n</jats:italic> = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. <jats:bold>Discussion/Conclusion</jats:bold>: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.</jats:p>

Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

“…During the lockdown, the impossibility to deliver active classes, both with pupils at home or in outdoor spaces-performing PA in parks, gyms, and playgrounds was forbidden-could parallel the perception of lack of facilities and equipment perceived in the traditional teaching [11]. Moreover, the generally reported lack of proper training in the use of technology in PE [13] may have been intensified during the lockdown when delivering online PE was necessary, and the adoption of digital pedagogical formats was essential.…”

“…In the context of traditional schooling, it has been generally reported that several classroom teachers (i.e., non-specialist teachers who teach different subjects) experience difficulties in teaching PE. Under normal circumstances, inappropriate training [10,11], negative attitudes [12], lack of time, inadequate facilities and equipment [13], and low levels of teachers' selfefficacy [13,14] were reported among the major barriers to teaching PE, leading to poor quality PE programs in primary schools [15]. Moreover, associations between memories of individuals' poor-quality school PE experiences and low levels of self-efficacy in teaching PE (SE-PE) among primary school classroom teachers were found [11].…”

Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

“…During the lockdown, the impossibility to deliver active classes, both with pupils at home or in outdoor spaces -doing PA in parks, gyms, and playgrounds was forbidden -could parallel the perception of lack of facilities and equipment perceived in the traditional teaching [9]. Moreover, the generally reported lack of proper training in the use of technology in PE [11] may have been intensified during the lockdown when delivering online PE was necessary, and the adoption of digital pedagogical formats was essential.…”

“…In the context of traditional schooling, it has been generally reported that several classroom teachers (i.e., non-specialist teachers who teach different subjects) experience difficulties in teaching PE. Under normal circumstances, inappropriate training [8,9], negative attitudes [10], lack of time, inadequate facilities and equipment [11], and low levels of teachers' self-efficacy [11,12] were reported among the major barriers to teaching PE, leading to poor quality PE programs in primary schools [13]. Moreover, associations between memories of poorquality individual's school PE experiences and low levels of self-efficacy in teaching PE (SE-PE) among primary school classroom teachers were found [9].…”

Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health

“…In Canada, where this study was conducted, certified adapted physical education teachers are rare and many elementary schools do not even have specialist physical education teachers, rather they rely on generalist teachers to lead physical education [ 51 ]. Generalist teachers often do not possess the foundational knowledge needed to deliver physical education [ 52 , 53 ] and report lower levels of self-efficacy toward delivering physical education compared to their specialist peers [ 54 ]. This lack of knowledge and lower self-efficacy is likely exasperated when working with children with disabilities, including those with ASD, given their increased support needs [ 55 , 56 ].…”