Abstract:The purpose of this study was to investigate elementary students’ perceptions of PE teacher credibility. Eight high- and low-skilled students from grades 3 and 5 were selected from a school employing a PE teacher holding a National Board Certification. Data were collected in the school setting utilizing observations, field notes, an open-ended questionnaire, student drawings, a photo elicitation activity, and group and individual interviews. Data were analyzed inductively and deductively using Miles and Huberm… Show more
Summary
Interactions about children's weight and weight‐related behaviors occur from an early stage in school settings between various stakeholders and are often intended to facilitate weight‐related behavioral change in children and/or families. This meta‐synthesis (PROSPERO ‐ CRD42019133231) aimed to investigate stakeholder reported experiences and challenges of these encounters. Studies were eligible if they included school stakeholders (teaching or nonteaching staff, parents, caregivers, or children), explored communication topics related to child obesity (weight, diet or activity), were conducted within an early school setting (primary school stage or international equivalent), and used qualitative methods. Database searches conducted March–July 2019 (updated November 2020) identified 40 studies (2324 participants) from seven countries. Included studies were assessed for quality using the Critical Appraisal Skills Programme. Using inductive thematic analysis, we identified four core themes across this database: (1) “conversation characteristics and consequences,” (2) “missing components,” (3) “avoiding stigma,” and (4) “school responsibilities.” Overall, stakeholders recognized that schools are well‐positioned to provide positive influential messages about childhood obesity and reported that discussions on this topic do occur in early school settings but that stakeholders find them difficult, complex, and lack the necessary skills to deliver the nonjudgmental, consistent, and tailored support that they desire.
Summary
Interactions about children's weight and weight‐related behaviors occur from an early stage in school settings between various stakeholders and are often intended to facilitate weight‐related behavioral change in children and/or families. This meta‐synthesis (PROSPERO ‐ CRD42019133231) aimed to investigate stakeholder reported experiences and challenges of these encounters. Studies were eligible if they included school stakeholders (teaching or nonteaching staff, parents, caregivers, or children), explored communication topics related to child obesity (weight, diet or activity), were conducted within an early school setting (primary school stage or international equivalent), and used qualitative methods. Database searches conducted March–July 2019 (updated November 2020) identified 40 studies (2324 participants) from seven countries. Included studies were assessed for quality using the Critical Appraisal Skills Programme. Using inductive thematic analysis, we identified four core themes across this database: (1) “conversation characteristics and consequences,” (2) “missing components,” (3) “avoiding stigma,” and (4) “school responsibilities.” Overall, stakeholders recognized that schools are well‐positioned to provide positive influential messages about childhood obesity and reported that discussions on this topic do occur in early school settings but that stakeholders find them difficult, complex, and lack the necessary skills to deliver the nonjudgmental, consistent, and tailored support that they desire.
“…Nevertheless, the importance of physicality ranges from centrally significant to less meaningful, and physicality has relationships with other qualities, such as professional knowledge. PE teachers' identities can be strongly based on the ability to participate in and demonstrate various skills (see Fisette 2015;Wrench and Garrett 2015), and pupils can perceive these abilities as giving PE teachers credibility (Ramos and McCullick 2015). It is rightly argued that PE teachers should have personal engagement with different sports, not only theoretical knowledge (Johnson 2015).…”
Jukka Virta, Licentiate in Sport Sciences, is a teacher of physical education. His research interests include teachers' social and emotional skills, teacher-student interaction and most recently teachers' professional identity.
“…The question raised by Ramos and McCullick (2015) was, "What are the unique teaching skills, personal qualities and behaviors exhibited by physical education (PE) teachers who were deemed to be credible by elementary-age students? "…”
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