Physical experiences: primarystudent teachers' conceptions of sport and physical education

Garrett, Robyne; Wrench, Alison

doi:10.1080/17408980601060234

Cited by 54 publications

(51 citation statements)

References 22 publications

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“…Firstly, the relations between the PA level and success in PE and bringing up discipline-focused sportiness as a PSTPE supports the findings of several studies where the students with physically active and successful backgrounds in PE are likely to be more confident about their sports skills and fitness Garrett & Wrench, 2007;Hutchinson, 1993;Katene et al, 2000;Morgan & Hansen, 2008;Murphy & Cosgrave, 2010;Penttinen, 2003;Webster, 2011). The positive relationship between activity level and sportiness is also in line with the findings of Valtonen et al (2012) suggesting that the PCTs with a physically active background are likely to mention versatility as a feature of good teaching.…”

Section: Resultssupporting

confidence: 59%

“…The active engagement in the PA prior to teacher education has been shown to be positively connected to pre-service class teachers' (PCTs) attitudes of teaching PE (Katene, Faulkner, & Reeves, 2000;Webster, Monsma, & Erwin, 2010;Webster, 2011) and their intentions to teach PE (Faulkner, Reeves, & Chedzoy, 2004;Penttinen, 2003). Also, active engagement in PA and successful experiences of PA result directly in better physical competence Garrett & Wrench, 2007;Webster et al, 2010) through increasing physical capacity (fitness), motor and sports skills and knowledge which are the central elements of content knowledge of PE. Consequently, a strong knowledge of the subject matter is a benchmark (Allen, 2003;Darling-Hammond & Youngs, 2002;Hart, 2005;Mitchell, Doolittle, & Schwager, 2005) and weak content knowledge a barrier for quality teaching of PE (DeCorby, Halas, Dixon, Wintrup, & Janzen, 2005;Petrie, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

Valtonen¹,

Reunamo²,

Hirvensalo

et al. 2015

EJSBS

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We studied if and how gender, the histories of physical activity (PA) and success in physical education (PE) are related to pre-service class teachers' (PCTs) perceived strengths in teaching PE (PSTPEs). Various backgrounds were considered to be environments of teacher socialization. The six data based categories of PSTPEs used in this study were: sportiness, teaching skills, positive attitude, encouragement, empathy and set no stress. The data from 386 first year Finnish PCTs were collected before their formal PE studies. Cross tabulation and binary logistic analyses were executed to expose the relationships and effects. The main findings of this study showed that pre-service teachers with more team oriented physical activity histories enter the formal teacher education perceiving to possess disciplinefocused teaching skills as their asset. On the contrary, the respondents with more individually oriented PA backgrounds perceived pupil-focused set no stress as their strength. Suggestive findings, that physically active, successful and team oriented pre-service teachers perceive more discipline-focused strengths (especially sportiness) while their colleagues with opposite histories perceived pupil-focused strengths (especially empathy) were also discussed. This study adds the existing data to information of the effects of acculturative formation of perceived strengths before the influence of formal teacher education studies in PE.

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Section: Resultssupporting

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

Valtonen¹,

Reunamo²,

Hirvensalo

et al. 2015

EJSBS

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“…Reflection on school contexts following school placements provide opportunities to further develop and challenge the contradictions of physical education ideologies within school culture and the role of physical education within wider physical culture in an Irish context. A teacher's understanding and beliefs about teaching physical education are influenced by their prior experiences (Faulkner et al, 2004, Garrett & Wrench, 2007, Matanin & Collier, 2003 and grounded in their practical everyday…”

mentioning

confidence: 99%

What is PE?

Coulter

Chróinín²

2013

Sport, Education and Society

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Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998. The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education (Capel & Blair, 2007). This study explores discourses shaping pre-service primary teachers' understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A ten minute writing task (Pike, 2006)

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“…PPETs tend to enter the physical education teacher education (PETE) major, because they believe that this major leads to sport coaching positions (Matanin and Collier 2003;Richards and Templin 2012;Tsangaridou 2006) and requires lower admission criteria than other majors (McCullick et al 2012;Spittle et al 2009). As PETE program study and school practicum accumulated, conflicting beliefs about the value of physical education (improving fitness or enhance sport performance) and about the academic rigor of physical education (core subject or supplementary subject) emerge (Garrett and Wrench 2007;Matanin and Collier 2003;Philpot and Smith 2011;Richards et al 2017;Spittle et al 2009). What remained unchanged was the low attraction to the physical education profession comparing to other subject matters (McKenzie and Lounsbery 2014).…”

Section: Introductionmentioning

confidence: 99%

Development of a Scale Measuring Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession

Yang

Keating

Liu

et al. 2018

Asia-Pacific Edu Res

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This project aimed to develop a valid and reliable scale measuring Chinese preservice physical education teachers' beliefs about the physical education profession (PPET-BPEP). The domains and items were created from a conceptual analysis of the previous literature and PPETs' responses to an open-ended survey. Six experts in the field of physical education and educational psychology evaluated the content validity of the scale. The reliability and factorial validity of the scale were examined utilizing a sample of 696 Chinese PPETs. The PPET-BPEP scale with 12 items embedded in two domains revealed acceptable content validity, internal structure validity, and internal consistency. The two domains were labeled as ''sense of calling'' and ''value of physical education profession'' based on the shared content of items in each domain. We recommend using PPET-BPEP scale for PPET recruitment and preparation. The scale can also help establish teacher belief scales in other subject matters. Future validation of the scale is needed in different countries and institutions.

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Physical experiences: primarystudent teachers' conceptions of sport and physical education

Cited by 54 publications

References 22 publications

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

What is PE?

Development of a Scale Measuring Chinese Preservice Physical Education Teachers’ Beliefs About the Physical Education Profession

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