Teachers’ Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

Abstract

This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.

Developing Children’s Physical Literacy: How well prepared are prospective teachers?

“…Research suggests that many classroom teachers don't value physical education as an integral part of the formal curriculumor equate it to the school's organised sport program (Clarke, 2000;Medland & Taggart, 1993). A New Zealand study, found teachers' professed valuing of physical education was not reflected in their practices (Gordon, Dyson, Cowan, McKenzie & Shulruf, 2016).…”

“…Other studies focus on the impact of teachers' own primary school experience on their confidence to teach physical education, and the degree to which this overrides their reception of physical education pedagogy presented in their teacher education course (Morgan & Bourke, 2005. In a large study of primary school physical education in New Zealand, teachers' perceptions of physical education in light of the new philosophical and conceptual framework, workloads and increasing outsourcing of physical education, were examined (Gordon, Dyson, Cowan, McKenzie & Shulruf, 2016). The study found the situation is schools was variable, and while some teachers were successfully embracing the new frameworks others were not.…”

Working towards inclusive physical education in a primary school: ‘some days I just don’t get it right’

“…As Barton (2009) points out "the language we use to describe and think about disability will influence our expectations and interactions with them" (85). For young disabled students, and others who are not deemed to possess the requisite 'ability' as it has been traditionally defined, this can result in them being positioned as inferior by others such as senior leaders, curriculum 'specialists' and/or syndicate leaders who determine the focus of the PE programme (Petrie, et al 2007;Gordon et al 2016). Here there is little scope for the voice of students or for teachers who may imagine genuinely inclusive programmes to contribute to these developments.…”

Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools

“…The repurposing of PE also creates a lens to examine not only the quantity of physical activity and its outcomes, but also the quality of PE in primary schools. The new place of PE and physical activity in schools may also counter previous attitudes regarding it as a diversion from real learning in classroom teaching (Gordon, Dyson, Cowan, McKenzie, & Shulruf, 2016). In this context, the aim of this paper is to contribute to the academic literature which supports the need for quality PE experiences in Australian primary schools.…”