Students’ Perceived Competence to Teach Physical Education to Children Aged 7 to 11 Years in England

Chedzoy, Sue

doi:10.1080/174089800050107

Cited by 19 publications

(19 citation statements)

References 8 publications

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“…There is an empirical case to support past behavior as a predictor of unique variance in intentions (Connor & Armitage, 1998;Hagger et al, 2002). As Chedzoy (2000) has suggested, ITT institutions need to communicate to schools the expectation that students have opportunities to teach physical education on a regular basis during their school placements. Two lessons per week of physical education on all school visits during training should be mandatory (Warburton, 2000).…”

Section: Discussionmentioning

confidence: 99%

“…In ITT one-year postgraduate courses (PGCE), which include 24 weeks in school-based training, the majority of trainees did not have the opportunity to teach at least ten lessons. Other research into the experiences of trainee teachers during their school-based training during a PGCE course (Chedzoy, 2000;Rolfe & Chedzoy, 1997) found that preservice teachers had variable experiences in their school placements, with few feeling that they had worked with a teacher who was both confident and competent enough in supporting them to allow them to develop their subject knowledge of physical education or a sense of how to teach the subject.…”

mentioning

confidence: 99%

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Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education

Faulkner

Reeves

Chedzoy

2004

Journal of Teaching in Physical Education

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The purpose of this study was to establish the utility of the Theory of Planned Behavior in predicting nonspecialist, preservice primary-school teachers’ intentions to teach physical education for 2 hr per week. A questionnaire was developed, according to the recommended procedures, and was administered to 128 final-year teacher trainees in two Primary Teacher Training courses in England. A variety of predictors were identified, including beliefs of significant others, such as parents; a positive assessment of control over difficult barriers; and experiences of past (teaching) behavior. The most significant predictor in discriminating between intenders and nonintenders, however, was personal exercise behavior. Helping preservice primary-school teachers become more physically active themselves might positively influence their intent to teach physical education 2 hr per week more than alleviating barriers to teaching physical education.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education

Faulkner

Reeves

Chedzoy

2004

Journal of Teaching in Physical Education

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“…Був проведений повний факторний експеримент типу 2 2 . Учні 5-7 класів були поділе-ні на навчальні групи, згідно плану експерименту.…”

Section: Conflict Of Interestunclassified

“…In physical education, the study of physical exercises is the core of teaching, as the motor activity here is an object, a means and a goal of perfection (Chedzoy, 2000;Kapkan, 2013;Lopes, Stodden, & Rodrigues, 2017).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Motor Skills Development in 5th-7th Grade Girls at Different Modes of Physical Exercises

Іващенко

Abdulkhalikova

Cieslicka

2017

Teor. metod. fiz. vihov.

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The objective is to determine the influence of the physical exercises modes on effectiveness of motor skills development in 5 th -7 th grade girls. materials and methods. The study involved 5 th grade girls (n = 28), 6 th grade girls (n = 28) and 7 th grade girls (n = 24). To solve the tasks set, the study relied on general scientific and special research methods, methods of mathematical experiment-planning. Studying the influence of different variants of the educational process structure, namely: the number of repetitions (x 1 ) and the rest intervals (x 2 ) on acquisition of the technique of physical exercises performance, provided for achieving the objective. A full 2 2 type factorial experiment was conducted. The 5 th -7 th graders were divided into training groups according to the experiment plan. In total, there were twelve experimental groups organized, four in each class. results. The analysis of the regression equations shows that the rest interval between repetitions (x 2 ) has the greatest influence on teaching 5 th -7 th grade girls physical exercises, with the number of repetitions (x 1 ) being of somewhat less significant influence. The relation between these factors (x 1 x 2 ) has a considerable weight in teaching to "rope climb in two or three sets" and to do a "pullover mount with a swing of one and a push-off with the other leg". conclusions. To increase the effectiveness of teaching 5 th -7 th grade girls physical exercises, the number of repetitions in throwing exercises should be increased to twelve times, and the rest interval reduced to 60 seconds. In the 7 th grade, the number of repetitions should be reduced to six times, and the rest interval -to 60 seconds. The rest intervals in the exercises: "pullover mount with a swing of one and a push-off with the other leg" and "rope climbing in two or three sets", should be reduced to 60 seconds and the number of repetitions -to six.

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“…Skilful and successful pupils are more likely to have positive PE experiences (Callea et al, 2008) linked to participating in teams, praise and experiences of success and competence (Pickup, 2005). PE experiences affect the formation of PCTs' predispositions about teaching PE and later the quality of their teaching practices (Matanin & Collier, 2003;Morgan & Bourke, 2008) through teaching confidence, perceived teaching competence and attitudes towards teaching PE (Chedzoy, 2000;Morgan & Bourke, 2008;Morgan & Hansen, 2008;Webster, 2011). In the contrary, negative PE experiences may lead to not valuing PE as a school subject, avoidance of teaching diverse skills or teaching PE at all, favouring the non-teaching strategy or forwarding the negative experiences to their own pupils (Morgan & Hansen, 2008).…”

Section: Introductionmentioning

confidence: 97%

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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Students’ Perceived Competence to Teach Physical Education to Children Aged 7 to 11 Years in England

Cited by 19 publications

References 8 publications

Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education

Nonspecialist Preservice Primary-School Teachers: Predicting Intent to Teach Physical Education

Effectiveness of Motor Skills Development in 5th-7th Grade Girls at Different Modes of Physical Exercises

Socialization Into Teaching Physical Education – Acculturative Formation of Perceived Strengths

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