The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study

“…Examining the perceptions of PSTs is important, given their future roles as teachers and the influence of beliefs on teaching practice (Ní Chróinín & O'Sullivan, 2016 Gathering insight into the perceptions of future PE teachers can ensure teacher education providers can cater for developmental needs (Hyndman & Pill, 2016). Developing PETE training opportunities according to the multiple PE teaching barriers identified can prepare PSTs' future PE delivery to ensure the effective provision of formal school PE opportunities (e.g.…”

“…It has been regularly reported that PE experiences developed via an 'apprenticeship of observation' from primary and secondary schooling can have a major impact on PSTs (Jenkins, Garn, & Jenkins, 2005;Pill, Penney, & Swabey, 2012;Wrench & Garrett, 2012;Hyndman, 2014;Hyndman & Pill, 2016) and can be firmly stored in memory (Humphries & Ashy, 2006). The nature of future PE provision will "depend on the insights and commitments of the professionals responsible for future curriculum decisions" (Wiegand, Bulger, & Mohr, 2004, p.7).…”

“…Attempting to guide and transform teaching behaviour can be more effective and less resistive if the multiple (and interacting) SEM levels of influence are addressed. Regular reflection on teaching beliefs and intentions is important to enhance PE teaching practices (McMahon & Dinan Thompson, 2014;Hyndman & Pill, 2016). If PSTs' perceptions about PE teaching during their degrees are to be critically reflected upon and potentially disrupted (Pill & Brown, 2007), teaching and learning processes need to be constantly examined (Hyndman & Pill, 2016).…”

“…Identifying and understanding the perceptions and beliefs of pre-service teachers (PSTs) is vital to informing teaching practices (Tsangaridou, 2012;Hyndman, 2014;Hyndman & Pill, 2016). Despite this importance and a host of research into the barriers to inservice physical education (PE) teachers, there has been an absence of research exploring Australian generalist (classroom) primary PSTs' perceptions of their future roles as facilitators of PE (McMahon & Dinan Thompson, 2014;Haynes, Miller, & Varea, 2016).…”

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

“…Australia's teacher education programs have an important responsibility in ensuring PSTs learn to facilitate PE classes that are developmentally appropriate, and ensure that content is delivered efficiently and they are able to manage practical classes effectively (Hyndman, 2014;Hyndman & Pill, 2016 The introduction of mobile (portable) video technology has resulted in increased abilities to record more action-packed practical and sporting moments (Chalfen, 2014;Skiba, 2014). By wearing video technology with 'point-of-view' angles, video can record practical activities in which the audience feels part of the action taking place (Chalfen, 2014).…”