Developing Preservice Teachers’ Adaptive Competence Using Repeated Rehearsals, Opportunities to Reflect, and Lesson Plan Modifications

2021 ◽  
pp. 1-9
Author(s):  
Xiuye Xie ◽  
Phillip Ward ◽  
Won Seok Chey ◽  
Leslie Dillon ◽  
Scott Trainer ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Lesson Planning ◽  
Methods Course ◽  
Management Skills ◽  
Physical Education Teacher Education ◽  
Core Practices

Purpose: The purpose of this study was to examine how preservice teachers (PSTs) developed their adaptive competence in lesson planning through repeated rehearsals and reflections in an online learning environment. Methods: A case study design utilizing descriptive analysis was used to analyze data collected from a series of lesson plan iterations made by nine PSTs in a physical education teacher education program. All participants attended one online introductory methods course, which consisted of a synchronous lecture and laboratory components to learn fundamental instruction and management skills in teaching physical education. Findings: PSTs made positive adaptations in five core practices in their lesson plan iterations. However, the frequency of adaptations in each core practice varied in different lesson components. The findings suggest that the complexity of content being taught and opportunities embedded in each lesson component may influence how adaptations were made in lesson plans. Conclusions: Repeated rehearsals and reflections can facilitate PSTs’ development of adaptations in lesson planning in an online environment. However, learning environments may prevent PSTs from adapting certain core practices.

Community of Practice: Preparing Preservice Teachers to Lead Movement Integration in a School–University Partnered Program

2021 ◽  
Vol 40 (1) ◽  
pp. 21-29 ◽  
Author(s):  
Tan Leng Goh ◽  
Kristin Scrabis-Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Community Of Practice ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Online Discussion Forum ◽  
Movement Integration

Purpose: Physical education teacher education programs prepare preservice teachers to lead Comprehensive School Physical Activity Programs. Through the coordination of a university’s physical education teacher education program and an elementary school, the purpose of this study was to examine preservice and in-service teachers’ perspectives in implementing a 6-week movement integration program. Method: A total of 12 preservice teachers participated in a weekly online discussion forum as part of a community of practice. In addition, the preservice teachers and three in-service teachers participated in an interview. Data were analyzed for themes. Results: The themes were facilitating implementation through support, sharing ideas for common practice, and overcoming challenges in implementation. Support received by the preservice teachers facilitated the implementation of the program. They also shared strategies to overcome implementation challenges through the weekly online discussions. Discussion/Conclusion: Fostering communities of practice among preservice teachers prepares them for collaboration and movement integration implementation in the future.

scholarly journals Experiences of Preservice and In-Service Teachers in a Comprehensive School Physical Activity Infusion Curriculum

2020 ◽  
Vol 10 (10) ◽  
pp. 290
Author(s):  
Tan Leng Goh ◽  
Michelle Moosbrugger ◽  
Desmond Mello
Keyword(s):  
Physical Activity ◽  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Comprehensive School ◽  
Group Discussions ◽  
Self Reflection ◽  
Physical Education Teacher Education ◽  
Elementary Physical Education ◽  
Program Support

Considering the limited field experience offered for preservice teachers to competently prepare them to implement the Comprehensive School Physical Activity Program (CSPAP) in schools, the purpose of this study was to examine the experiences of preservice and in-service teachers participating in a CSPAP infusion curriculum within a physical education teacher education program. Fourteen preservice teachers enrolled in an elementary physical education course implemented four CSPAP projects in four elementary schools as part of coursework. At the end of the project, the preservice teachers participated in focus group discussions and submitted self-reflection papers, while four in-service teachers who partnered in the program participated in interviews. Guided by Self-Determination Theory, results indicated that the preservice teachers developed competency and experienced autonomy in CSPAP implementation during field experiences. Furthermore, they felt a sense of relatedness with the teachers, classmates, and children throughout the program. Support for future implementation is spurred through the school community. In view of the increasing need for preservice teachers to be equipped with the skills to implement CSPAPs, infusing a CSPAP curriculum within a physical education course is viable to facilitate intrinsic motivation among preservice teachers to implement physical activity programs in the future.

Development and Validation of the Basketball Offensive Game Performance Instrument

2013 ◽  
Vol 32 (1) ◽  
pp. 100-109 ◽  
Author(s):  
Weiyun Chen ◽  
Kristin Hendricks ◽  
Weimo Zhu
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Alpha Reliability ◽  
Performance Ability ◽  
Development And Validation ◽  
Game Performance

The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player’s offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a basketball unit in one physical education teaching methods course. Two investigators independently coded each player’s offensive game behaviors with BOGPI. The interrater reliability of the BOGPI was 99% and the alpha reliability coefficient for the total scale of the BOGPI was .95. The content validity evidence of the BOGPI was established by six experienced experts’ judgment. The results of this study indicate that the BOGPI is a theoretically sound and psychometrically supported measure that can be used by researchers and teacher educators to assess the preservice teachers’ offensive game performance ability in basketball.

Preservice Physical Education Teacher’s Development of Adaptive Competence

2020 ◽  
pp. 1-9
Author(s):  
Xiuye Xie ◽  
Phillip Ward ◽  
Daekyun Oh ◽  
Yilin Li ◽  
Obidiah Atkinson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Descriptive Analysis ◽  
Physical Education Teachers ◽  
Collective Case Study ◽  
Effective Strategies ◽  
Semistructured Interviews ◽  
Core Practices

Purpose: This study had two purposes. One purpose was to explore preservice physical education teachers’ development of adaptive competence in six core practices during planning and teaching in physical education. The second purpose was to understand how rehearsals and repeated teaching as two pedagogies of practice-based teacher education were perceived by preservice teachers in their development of adaptive competence. Methods: This was a mixed-methods study using descriptive analysis to analyze data collected from lesson plans and a collective case study to analyze semistructured interviews. Findings: Preservice teachers made the most adaptations in the core practices of coordinating and adjusting instruction, establishing rules and routines, and providing precise instruction. Rehearsals and repeated teaching were perceived as effective strategies to facilitate the development of adaptive competence in teaching. Conclusions: Findings are discussed in terms of three contemporary teacher education conceptualizations: (a) adaptive competence, (b) core practices in physical education, and (c) practice-based teacher education pedagogies.

Preservice Physical Educators’ Epistemologies of Skillfulness

2000 ◽  
Vol 19 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Pamela C. Allison ◽  
Becky W. Pissanos ◽  
Adrian P. Turner ◽  
Denise R. Law
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Physical Education ◽  
Teacher Education Program ◽  
Physical Educators ◽  
Physical Education Teacher Education ◽  
Knowledge And Beliefs ◽  
Teacher Education Faculty ◽  
Shared Understandings ◽  
Pattern Of Performance

The constructivist theoretical tenet, that individuals create meaning based on the interaction of their previous knowledge and beliefs with currently experienced phenomena, served as the orientating framework for inquiry into a physical education teacher education program that emphasizes development of skillful movers as the primary goal of physical education. Epistemological stances on movement skillfullness held by 25 beginning preservice teachers were explored. Data were collected in a directed reflective format. Inductive data analysis revealed that these preservice teachers see above average ability, task commitment, and creativity as characteristic of being skillful. Their constructs of skillfulness were developed in contexts that include the human body in action, intermesh of movements, whole pattern of performance, presence of movement, the sociocultural event, and skillfulness as a backdrop for teaching. These findings informed the dialectic between teacher education faculty and students by creating avenues for shared understandings of the epistemological bases of the program.

scholarly journals What Occupational Socialization Factors Influence Preservice Teachers to Possess Fitness Orientations?

2020 ◽  
pp. 1-8
Author(s):  
Craig Parkes ◽  
Michael A. Hemphill
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Professional Socialization ◽  
Current Strength ◽  
Methods Course ◽  
Occupational Socialization ◽  
Strength And Conditioning ◽  
Physical Education Teacher Education ◽  
Semistructured Interviews ◽  
Sports Coaches

Purpose: To investigate the existence of fitness orientations among preservice teachers (PTs) and to identify what has influenced these orientations. Methods: The participants were 14 undergraduate PTs enrolled in a physical education teacher education games methods course in the Northeast United States. Qualitative data were collected through autobiographical essays, orientation of self-identification diagrams, and semistructured interviews. NVivo 11 Pro (QSR International, Burlington, MA) software package was employed to analyze data using analytic induction and constant comparison techniques. Results: Twelve PTs possessed moderate (n = 9) or hardcore (n = 3) fitness orientations. Orientations were influenced by three themes: (a) declining physical education quality, (b) elite sport fitness goals, and (c) former head sports coaches and/or current strength and conditioning coaches. Discussion: Faculty must understand the diverse orientation combinations that PTs can now possess and appreciate the acculturation and professional socialization factors that influence and reinforce the development of these orientations.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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