Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008).
Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012).
Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008).
Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE.
The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
The Role of Reflection in Shaping Physical Education Teachers’ Educational Values and Practices