Preservice Physical Education Teacher Attitudes Toward Fitness Tests and the Factors Influencing Their Attitudes

2002 ◽  
Vol 21 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Xiaofen Deng Keating ◽  
Stephen Silverman ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Education ◽  
Professional Organizations ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Cognitive Components ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Pete Programs ◽  
K 12

This study examined preservice teacher (PT) attitudes toward fitness tests in schools. A total of 613 PTs at 10 state universities took part in the study. Participants completed a previously validated instrument designed to measure the affective and cognitive components of attitude toward fitness tests. Results suggested that PTs had only slightly positive attitudes toward fitness tests. They did not believe strongly that fitness tests were important or useful. Similar attitude responses were found as students’ professional preparation increased. Thus, physical education teacher education (PETE) programs did not appear to significantly change PT attitudes. Age, gender, associations with professional organizations, or the type of fitness test PTs had performed in their K-12 education also did not impact their attitudes. PT previous experience with fitness tests, however, did influence their attitudes. As might be expected, those who had positive experiences had more positive attitudes.

Physical Education Teacher Education in Kinesiology: Past, Present, and Future

2020 ◽  
Vol 9 (4) ◽  
pp. 305-312 ◽  
Author(s):  
Melinda A. Solmon ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Nancy I. Williams ◽  
Thomas J. Templin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Teacher Education ◽  
Physical Education ◽  
Panel Discussion ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Future ◽  
Pete Programs

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2015 ◽  
pp. 223-254
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

scholarly journals Physical Best and FitnessGram Use among United States PETE Programs

2014 ◽  
Vol 20 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Joe DEUTSCH ◽  
Paul Christianson
Keyword(s):  
Physical Education ◽  
Teacher Education Programs ◽  
Fitness Testing ◽  
Physical Education Teacher ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Health Related ◽  
Pete Programs

The Physical Best (PB) curriculum was launched in 1987 with a mission of fostering a healthier youth by providing quality resources and professional development for educators. The purpose of this study was to find out how many Physical Education Teacher Education programs are using the PB curriculum, as well as how many are using Fitnessgram fitness testing and the reasons for their decisions. The results of the data gathered from this study show that 53% (N=52) of the programs surveyed do use the program, representing just over half of those who responded (N=97). With the PB curriculum being the only health-related fitness curriculum created by the National Association of Sport and Physical Education and the fact it can be infused into a preexisting curriculum, the researchers were surprised to not find more use of the curriculum in PETE programs. Specific reasons given for not using the curriculum pertained more to the complexity of their program circumstances and less about the actual quality of the curriculum.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2018 ◽  
pp. 1196-1229
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Technology Tools, Proficiency, and Integration of Physical Education Teacher Educators

2016 ◽  
pp. 802-835
Author(s):  
Helena Baert
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
National Standards ◽  
Physical Education Teacher ◽  
Technology Proficiency ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Pete Programs

Accredited Physical Education Teacher Education (PETE) programs within the U.S. are bound by the implementation of national standards, which include a standard on the use of technology to meet lesson objectives. It is the responsibility of PETE faculty and program management to include technology within the program and insure that physical education pre-service teachers are well prepared to integrate technology into their teaching. This chapter investigates the perceptions of PETE faculty towards their technology proficiency, their use of technology in their courses, and the approaches PETE programs use to integrate technology and address the preparedness of pre-service teachers. Results show that PETE faculty use technologies such as computer technologies, pedometers, heart rate monitors and digital cameras most often, yet in general, perceive their proficiency and integration levels to be low. Their technology proficiency levels significantly predicted their level of integration. The chapter also includes recommendations for technology integration in PETE.

Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers

2020 ◽  
Vol 39 (3) ◽  
pp. 321-330 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Work Experience ◽  
Physical Education Teacher ◽  
Gender History ◽  
Education Teacher ◽  
Written Responses ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
K 12

This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.

Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges

2021 ◽  
pp. 1-10
Author(s):  
Phillip Ward ◽  
Murray F. Mitchell ◽  
Hal A. Lawson ◽  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Veteran Teachers ◽  
Value Added ◽  
Pedagogical Practices ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Pete Programs ◽  
Essential Knowledge

The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

2015 ◽  
Vol 34 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Insook Kim ◽  
Yun Soo Lee ◽  
Phillip Ward ◽  
Weidong Li
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teacher Quality ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Course Syllabi ◽  
K 12

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of the movement content courses, (c) the focus of the movement content course syllabi, and (d) pedagogical tasks used to teach movement content knowledge. Data were collected from websites, program coordinators, and course syllabi in 26 PETE programs and analyzed using descriptive statistics or one-way chi-square test. A primary conclusion from this study is that not a lot of common content knowledge is taught in the PETE curriculums we examined. A second conclusion is that specialized content knowledge does not represent a significant focus in the movement content classes. These findings both support and challenge current policy initiatives that address teacher quality in PETE.

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