Recommendations for biomechanics in the physical education teacher education curriculum

Abstract

The purpose of this study was to determine the critical biomechanics competencies physical educators need to learn, and delineate learning environments and instructional methods for delivering core biomechanics competencies within the physical education teacher education curriculum. An initial list of theoretical and applied biomechanics competencies was constructed using the knowledge and skills recommended by the Guidelines and Standards for Undergraduate Biomechanics and three textbook sources. A two-round, modified Delphi procedure involved the repeated circulation of a survey to a small panel of content experts. The study sample included biomechanics specialists, physical education teacher educators, and K-12 physical education teachers. The Delphi panel members rated each survey item in terms of theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning provided a final measure of consensus regarding the critical strength of each biomechanics competency. An item had to receive a mean rating of at least four or higher in the areas of importance and relevance by at least 75% of all individual ratings in order to be considered essential in the preparation of prospective physical educators. An open response question was incorporated into the second Delphi round asking panel members to recommend three learning environments and instructional methods for delivering core biomechanical knowledge into the physical education teacher education curriculum. The results of the study provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of biomechanics. .