Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education: A Qualitative Study

Abstract

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices.
 Keywords: physical education, elementary school, generalist, specialist, physical activity

Co-Creation of a School-Based Motor Competence and Mental Health Intervention: Move Well, Feel Good

“…It was clear that the stakeholder groups had differing capabilities regarding their knowledge and understanding of FMS. It is well documented that generalist teachers have a lack of knowledge and understanding of PE principles, particularly in primary schools where PE is commonly delivered by generalist teachers without a PE specialism [ 54 , 55 ]. This lack of knowledge stems from an absence of specialist training for PE [ 56 ], where generalist teachers only receive basic training (i.e., minimum of 6 h) via their teacher education [ 57 , 58 ].…”

Effectiveness of teaching physical and health education in the fourth grade of primary school in relation to teacher’s professional competence

“…Досадашња истраживања указују на то да су наставници разредне наставе у неповољнијем положају приликом држања наставе из предмета Физичко и здравствено васпитање због недостатка обучености, искуства и самоефикасности у овом пољу, поготово када се узме у обзир и одговорност подучавања осталих делова наставног програма предвиђеног за децу млађег школског узраста (Truelove, Bruijns, Johnson, Burke & Tucker, 2021). Сматра се да садржај физичког и здравственог васпитања у оквиру програма обуке за наставнике разредне наставе није довољан да би касније омогућио квалитетан рад са децом у домену правилног развоја дечје моторичке писмености (Yıldızer & Munusturlar, 2021).…”

“…С обзиром на све наведено, ово истраживање извршено је да би се показало да ли је оправдана сумња, која постоји у стручним круговима у земљи и свету, да наставници разредне наставе немају довољне квалификације у домену физичког и здравственог васпитања (Faulkner et al, 2008;Prokopov, Legurska & Mircheva, 2021), као и да уз све друге обавезе, које имају у вези са осталим предметима, нису објективно у могућности да испуне све захтеве врло сложеног програма физичког и здравственог васпитања (Truelove et al, 2021), без обзира на њихову жељу и несумњиво савестан приступ раду. Треба поновити да је то врло значајан период за развој детета и да се у таквој ситуацији треба ослонити на најстручнији могући кадар.…”

“…Previous researches indicate that generalist teachers are at disadvantage when teaching physical and health education due to a lack of training, experience and self-efficacy in this field, especially when taking into account the responsibility for teaching other subjects of the curriculum intended for children of junior school age. (Truelove, Bruijns, Johnson, Burke & Tucker, 2021). It is considered that the content of physical and health education within the training program for generalist teachers is not sufficient to later enable quality teaching regarding the proper development of children's motor literacy (Yıldızer & Munusturlar, 2022).…”

“…In view of all that has been stated, this research was carried out to check on whether a doubt in professional circles both in the country and the world, that generalist teachers are underqualified in physical and health education is reasonable (Faulkner et al, 2008;Prokopov, Legurska & Mircheva, 2021), as well as whether with all other obligations they have in other school subjects, they are objectively unable to fulfill all the requirements of a very complex physical and health education curriculum (Truelove et al, 2021), regardless of their desire and an undoubtedly conscientious approach to work. It should be said once more that this is a very important period in the child's development and that is why one should rely on the most professional staff possible.…”