Effect of a Physical Education Training Program on the Physical Education Teaching Efficacy of Classroom Teacher Candidates

An Examination of Chinese Physical Education Teachers’ Teaching Efficacy and Technology Self-Efficacy at the Time of the COVID-19 Pandemic

“…Additionally, they were able to critically evaluate the performance and techniques of the students, detect errors and provide feedback to aid error correction. This finding is similar to an Asian research (Choi et al, 2021) but different from studies in Europe and America (Erbas et al, 2014; Erbaş, 2021; Humphries et al, 2012; Ünlü & Erbas, 2019). It appeared that the order and sequence of which subscales were the highest were affected by regional and cultural differences, as reported in a study by Lee and Witruk (2016) who had reported that teachers’ teaching efficacy varied when comparing different countries and cultures.…”

“…Current research on the efficacy of PE teaching can be divided into two categories, one investigating pre-service teachers and the other for in-service teachers. In studies of pre-service PE teachers, it was argued that pre-service PE teachers' efficacy can be improved through learning and that both the physical literacy they possess and their specific training can influence teaching efficacy (Choi et al, 2021;U ¨nl€ u & Erbas, 2019;Zach et al, 2012). Furthermore, active mastery of experience through early exposure and experience of the teaching environment can have a positive effect on pre-service physical education teachers' teaching efficacy (Iaochite & Costa Filho, 2016), with high performing teachers giving more positive feedback to students than low performing teachers (Chase et al, 2003).…”

Effect of capacity building interventions on classroom teacher and early childhood educator perceived capabilities, knowledge, and attitudes relating to physical activity and fundamental movement skills: a systematic review and meta-analysis

“…Characteristics for the included studies are displayed in Appendix C. Studies were conducted in the United States (k = 7), Australia (k = 6), Canada (k = 5), Turkey (k = 3) and Ireland (k = 1). Of the included articles, 14 employed a single group pre-post design [ 56 – 69 ], four were randomized controlled trials [ 70 – 73 ], and three were non-randomized controlled trials [ 74 – 76 ]. One study was a randomized control trial, however, only reported on the outcomes of interest in the intervention group [ 77 ].…”

Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter?

“…In making this argument, we are aware of prior research (e.g. Petrie, 2010; Ünlü and Erbaş, 2019) indicating that generalist classroom teachers have low content and pedagogical knowledge and lack the confidence to teach PE. A factor contributing to their insufficient content and pedagogical knowledge is their limited PE preparation (Fletcher and Mandigo, 2012; Tsangaridou and Kyriakides, 2018).…”

“…Examining PCTs’ views of readiness to teach PE, Freak and Miller (2017) found that those who completed an additional PE course felt more prepared compared to those who did not. Although focusing on a course having a shorter duration (one week only), Ünlü and Erbaş (2019) documented the positive impact of offering PCTs additional training on their efficacy to teach PE. Lastly, Romar and Ferry (2020) analyzed the views of second-year PCTs who took optional PE methods and found that their views became more positive as a result of their additional training; this change did not only pertain to classroom management issues but also to other pedagogical aspects, such as lesson planning and feedback providing.…”