Exploring South Korean Elementary School Classroom Teachers’ Beliefs and Practices in Physical Education

Abstract

Physical education (PE) is beneficial for the development of elementary school-age children through its promotion of different educational learning outcomes, which in turn affects the long-term development of physically active lifestyles. In many countries, PE is taught by classroom teachers (CTs), who are thought to be in a unique position to positively impact students’ learning. While a substantial body of studies examines the challenges that CTs encounter when teaching PE, less research has been directed towards gaining a comprehensive understanding of how CTs visualize PE and, in turn, how to promote various types of PE. The purpose of this study, therefore, was to explore elementary school CTs’ beliefs about and practices in PE in South Korea. To achieve the research goal, a semi-structured face-to face interview with six CTs was performed to collect the qualitative data source, using the ground theory as an analysis method. Three themes emerged from these interviews concerning the CTs’ beliefs in PE: (a) the importance of understanding students’ characteristics, (b) the importance of centering internal perceptions in PE method, and (c) the importance of meaningful experiences. The results also identified two themes for teaching practices in PE that corresponded to CTs’ beliefs: (a) crafting personalized instructional methods and (b) connecting PE experiences. This study lends important insights to future practices and research recommendations for CTs’ PE teaching and teacher education programs.

Challenges Faced by Non-optional Teachers in Physical Education: A Comprehensive Review

“…In addition, studies have found that non-optional teachers face negative experiences of assessment in physical education teaching thus causing fear of teaching these subjects in the future (Barber et al, 2022). This aligns with the findings of Moon and Park (2022), elucidating that non-optional teachers attribute significance to self-perception when executing physical education teaching methods and fostering meaningful experiences. Other than that, Harris and Linnell (2021) believe that non-optional teachers face problems with the small allocation of time in teaching physical education and it is an obstacle to more effective teaching preparation.…”

“…The study by Wawrzyniak et al (2022) also states that specialist teachers are more effective than non-optional teachers in teaching physical education. This is supported by Moon and Park (2022) who emphasize that physical education teaching taught by non-optional teachers is not quality. Effective implementation necessitates prioritizing in-class approaches, relevant teaching methods, and active teaching involvement (Walker et al, 2022;Chen & Zhou, 2021;Cheung, 2020).…”

“…Bozdemir et al, 2015;Yıldızer & Munusturlar, 2022 Specialist teachers demonstrate higher skills compared to nonoptional teachers. Amin & Lian, 2022;Wawrzyniak et al, 2022;Moon & Park, 2022 Effective implementation involves contemporary methods and active teaching involvement. Walker et al, 2022;Burnett, 2020;Chen & Zhou, 2021;Cheung, 2020 Inadequate training hinders effective teaching.…”

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

“…It was concluded that pre-activity scaffolds incorporated into the CL design positively impacted in-service teachers' performance in TCTs and TCMs and their preparedness to teach fundamental movement skills through demonstration [73] successfully. In a Jigsaw design, PE inservice teachers' learner and instructor roles may have resulted in personal and conceptual experiences that contributed to knowledge acquisition and improved practice [44,64,74]. Considering ideas aimed at bridging the gap between theory and practice [47,75,76], this discovery is particularly intriguing.…”

“…The PETE programs suggest that instructors who are not well prepared for classroom management may be less likely to adopt creative approaches [44][45][46]. The question is not which instructional paradigm is the most effective.…”