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

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.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2019-0004 ◽

2021 ◽

Vol 40 (1) ◽

pp. 21-29 ◽

Cited By ~ 2

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.

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Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0060 ◽

2014 ◽

Vol 33 (4) ◽

pp. 592-610 ◽

Cited By ~ 14

Author(s):

Wiyun Chen ◽

Andrew J. Hypnar ◽

Steve A. Mason ◽

Sandy Zalmout ◽

Austin Hammond-Benett

Keyword(s):

Physical Activity ◽

Physical Education ◽

Critical Role ◽

Comprehensive School ◽

Physical Activity Program ◽

Physical Education Teachers ◽

Physically Active ◽

Fifth Grade Students ◽

Elementary Physical Education ◽

Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0093 ◽

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.

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Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

Journal of Physical Education Recreation & Dance ◽

10.1080/07303084.2018.1440268 ◽

2018 ◽

Vol 89 (5) ◽

pp. 11-18 ◽

Cited By ~ 1

Author(s):

Xiaoxia Zhang ◽

Xiangli Gu ◽

Tao Zhang ◽

Jean Keller ◽

Senlin Chen

Keyword(s):

Physical Activity ◽

Teacher Education ◽

Physical Education ◽

Comprehensive School ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

Physical Activity Programs

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Preservice Physical Educators’ Epistemologies of Skillfulness

Journal of Teaching in Physical Education ◽

10.1123/jtpe.19.2.141 ◽

2000 ◽

Vol 19 (2) ◽

pp. 141-161 ◽

Cited By ~ 8

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.

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University and Community Partnerships to Implement Comprehensive School Physical Activity Programs: Insights and Impacts for Kinesiology Departments

Kinesiology Review ◽

10.1123/kr.2015-0036 ◽

2015 ◽

Vol 4 (4) ◽

pp. 370-377 ◽

Cited By ~ 12

Author(s):

Timothy A. Brusseau ◽

Sean M. Bulger ◽

Eloise Elliott ◽

James C. Hannon ◽

Emily Jones

Keyword(s):

Physical Activity ◽

Physical Education ◽

Comprehensive School ◽

Lessons Learned ◽

Relationship Building ◽

Physical Education Teachers ◽

Community Based Research ◽

Physical Education Teacher Education ◽

Teacher Education Faculty ◽

Physical Activity Programming

This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.

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Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

Kinesiology Review ◽

10.1123/kr.2019-0045 ◽

2020 ◽

Vol 9 (2) ◽

pp. 159-169

Author(s):

Shannon C. Mulhearn ◽

Pamela Hodges Kulinna ◽

Collin Webster

Keyword(s):

Physical Activity ◽

Physical Education ◽

School Setting ◽

Comprehensive School ◽

Physical Activity Program ◽

Physical Education Teacher Education ◽

Whole School ◽

Activity Program ◽

School Day ◽

K 12

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

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