Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care

Sollerhed, Ann-Christin

doi:10.3389/fspor.2022.1050311

Cited by 7 publications

(3 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another explanation could be the educators’ lack of competence to teach MoPA. It has been shown in other studies that it could be due to the educators’ personal attitudes and self-efficacy in MoPA-related issues ( Parks et al, 2007 ; Copeland et al, 2012 ; Webster et al, 2015 ), as well as insufficient pedagogical content knowledge to teach MoPA, fear of injury and their own low fitness levels ( Sollerhed, 2023 ). Educators’ insufficient understanding of the value and benefits of MoPA, which contribute to overall development, including cognitive and academic achievements ( Lu and Montague, 2016 ) also affects the implemented MoPA.…”

Section: Discussionmentioning

confidence: 99%

“…Structured and intentional MoPA sessions have been shown to substantially increase the total amount of children’s PA in comparison with the amount in free play ( Frank et al, 2018 ), as well as to enhance the FMS ( Barnett Lai et al, 2016 ). The reason for the educators’ strong beliefs that children are highly active in MoPA in free play and their choice to often let the children have free play instead of various teacher-led MoPA is unclear, but is probably related to their perceived insufficient competence to lead and instruct MoPA ( Sollerhed, 2023 ), but may also be associated with indolence. In children’s free play, the educators often take the position of an inactive supervisor ( Tandon et al, 2018 ), which might be perceived as a more convenient task compared to the position as an instructor with the responsibility to teach the children different techniques in MoPA.…”

Section: Discussionmentioning

confidence: 99%

“…The educators should be encouraged to allow children to experience risk in their play by evaluating the developmental benefits of risk-taking and by having increased awareness of the value of risk-taking ( Sandseter, 2014 ). While the fear of injuries prevents MoPA in general, perceived lack of sufficient pedagogical content knowledge in MoPA prevents intentional MoPA sessions where FMS is trained ( Sollerhed, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Factors associated with implemented teacher-led movement and physical activity in early childhood education and care

Sollerhed

2023

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

Movement and physical activity (MoPA) is critical for children’s development and health. This study aimed to explore early childhood education and care (ECEC) educators’ reported frequency of implemented gross motor and physical activities (MoPA) among children in ECEC, as well as the educators’ reported personal physical activity (PA) levels in leisure time. A cross-sectional survey was performed in 68 preschools in southern Sweden. Data were obtained from questionnaires completed by 359 ECEC educators. The participation rate was 61%. About two thirds offered MoPA once a week or more seldom, while one quarter offered MoPA at least every other day. Educators who reported personal PA three times or more per week, offered MoPA for the children at least every other day to a higher extent (37%) compared to colleagues who reported personal PA once or twice a week (26%) or colleagues who reported that they were never or seldom active (18%) (p = 0.034). The results from multiple logistic regression analysis showed that reported implemented MoPA among children in ECEC was significantly associated with the educators’ perceptions that free play improved children’s gross motor skills (OR 2.7), the educators’ perceptions of needed curricular guidelines for MoPA (OR 2.1), the educators’ own leisure PA level (OR 2.0) and the educators’ perceptions that adequate gross motor skills were not learned at home (OR 0.4). Teacher-led MoPA occurs sparingly during the preschool day and the teachers believe that the children get sufficient MoPA in free play. The children are expected to develop their motor skills to a sufficient extent during the short moments of offered outdoor play. Teachers who are physically active in their leisure-time seem to offer gross motor training for the children to a higher extent than less active or inactive colleagues.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Factors associated with implemented teacher-led movement and physical activity in early childhood education and care

Sollerhed

2023

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers

Martínez-Bello,

Vega-Perona,

Robles-Galán

et al. 2023

Early Childhood Educ J

View full text Add to dashboard Cite

Early childhood education and care (ECEC) institutions are considered contexts wherein physical activity (PA) can be effectively promoted. Some approaches have been used in the early childhood setting to identify how teachers incorporate movement opportunities into the ECEC curriculum. However, studies are still scarce regarding pedagogical content knowledge (PCK) of structured and non-structured movement possibilities in toddler education (1–3 years old). Taking into account that working with toddlers requires specific training and sensitivity, the aim of the study was to assess ECEC educators’ and student teachers’ perceptions of what they know, how they transmit it, what kind of curricular practices they execute, and the didactic implications of movement opportunities in toddler education. This was an exploratory qualitative research study, in which open-ended, semi-structured qualitative interviews, plus qualitative content analysis of a written questionnaire, were conducted with 14 educators and 20 student teachers. Our results show that educators and students distinguish PCK in the different curricular practices related to movement, identifying differences between structured PA opportunities and free play opportunities. Educators and student teachers identified different sources of knowledge, barriers, and facilitators of structured movement opportunities in the ECEC toddler context, and they recognized that PA is important to young children’s development; however, little knowledge of PA guidelines to promote it was evident. Our findings contribute to understanding educators’ perceptions regarding movement as a curricular practice for children aged 1 to 3 years. Educators and public administration could find structured PA to be a complement to a harmonious development from a young age.

show abstract

Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings

Augustsson,

Högman,

Löfdahl Hultman

2024

Health Education Journal

View full text Add to dashboard Cite

Objective: As an increasing number of children are identified as insufficiently physically active, the school environment has been targeted for efforts to promote physical activity (PA) among inactive children. While research has highlighted teachers’ role in promoting generic school-based daily PA, less is known about the early childhood education teachers’ experiences of physically inactive children and the strategies they use to promote PA. This study’s aim was to explore early childhood education teachers in Sweden’s experiences of physically inactive children and their strategies to promote PA among members of this group in their everyday school settings. Design: Qualitative interview study. Setting: Four small municipalities in Midwest Sweden. Method: Ten teachers working in early childhood education settings participated in individual semi-structured interviews. Data were analysed with a focus on teacher agency and the social, material and cultural resources teachers used to promote PA. Result: Findings indicated that teachers shoulder the worry and unarticulated responsibility for inactive children. This resulted in their use of strategies that varied and which were largely subjective in character. At the same time, teachers expressed how their agency was limited by insufficient resources. Conclusion: Teachers used social, material and cultural resources to promote PA, but their strategies were not informed by evidence or formal guidelines. None of the resources they used were specifically designed for inactive children. Instead, teachers used general resources which they adapted to inactive children’s interests and needs.

show abstract

Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care

Cited by 7 publications

References 59 publications

Factors associated with implemented teacher-led movement and physical activity in early childhood education and care

Factors associated with implemented teacher-led movement and physical activity in early childhood education and care

Pedagogical Content Knowledge of Movement Opportunities in Toddler Education: Perceptions of Early Childhood Educators and Student Teachers

Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings

Contact Info

Product

Resources

About