Physical Education Revisited—The Institutional Biographies of Preservice Classroom Teachers

Allison, Pamela C.; Pissanos, Becky W.; Sakola, Sally Parent

doi:10.1080/07303084.1990.10604524

Cited by 23 publications

(11 citation statements)

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“…Amid calls for the increased support of classroom teachers in the fight against childhood overweight and obesity, this study aimed to explore factors related to PCTs' attitudes toward PA promotion at school. Like previous research, this study considered characteristics and experiences such as perceptions of personal school PE experiences (Allison et al, 1990;Morgan et al, 2001) and academic experiences (Xiang et al, 2002) as they relate to PA promotion competence and attitudes. However, we employed a broader framework to examine the role of biographical characteristics in PCTs' PA promotion attitudes related not only to PE teaching but also PA promotion in the classroom, at recess and in extracurricular settings.…”

Section: Discussionmentioning

confidence: 99%

“…The teacher socialization literature clearly shows that biographical characteristics (i.e., experiences, perceptions, and personal characteristics) of preservice teachers are relevant to the choices they will make as practicing teachers (Doolittle, Dodds, & Placek, 1993;Lortie, 1975;Zeichner & Gore, 1990). Research conducted with preservice classroom teachers (PCTs) is consistent with this literature and points to a number of variables which may be influential in shaping beliefs and attitudes related to school PA promotion (Allison, Pissanos, & Sakola, 1990;Callea, Spittle, O'Meara, & Casey, 2008;Faulkner & Reeves, 2000;Morgan, Bourke, & Thompson, 2001;Xiang, Lowy, & McBride, 2002). The importance of attitudes in teaching rests firmly in theory and research linking teachers' attitudes to their actual classroom behavior (Ajzen, 1987;Ajzen & Fishbein, 2005;Armitage & Connor, 2001;Fishbein & Ajzen, 1975;Sutton, 1998).…”

mentioning

confidence: 82%

“…Previous research examining the role of biographical characteristics in PCTs' attitudes toward teaching has primarily focused on the PE context to the exclusion of other contexts where school PA promotion can take place, particularly in the classroom, at recess, and in extracurricular settings (i.e., before and after school programs). Studies in this vein demonstrate the importance of preuniversity experiences, especially in K-12 PE, in the formation of attitudes toward teaching PE (Allison et al, 1990;Morgan et al, 2001). For example, in Morgan et al's study, the quality of school PE experiences was shown to predict Australian PCTs' perceived PE teaching competence and attitudes toward PE.…”

Section: Biographical Characteristics and Pcts' Attitudesmentioning

confidence: 99%

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The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Webster¹,

Monsma²,

Erwin³

2010

Journal of Teaching in Physical Education

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Recommendations for increasing children’s daily physical activity (PA) call on classroom teachers to assume an activist role at school. This study examined relationships among preservice classroom teachers’ (PCT; n = 247) biographical characteristics, perceptions and attitudes regarding school PA promotion (SPAP). Results indicated participants who completed SPAP-related college coursework and had PA-related teaching/coaching experiences reported higher SPAP competence. Significant relationships were found among BMI, personal PA competence and SPAP competence in the contexts of PE and extracurricular settings. Personal PA competence and SPAP competence at recess and in the classroom predicted 19% of the variance in SPAP attitudes. Experiences in PA settings and preservice training may have important implications for the overall success of efforts to enhance school PA promotion.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 82%

Section: Biographical Characteristics and Pcts' Attitudesmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Webster¹,

Monsma²,

Erwin³

2010

Journal of Teaching in Physical Education

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“…However, most research in this area has focused on specialist, rather than non-specialist PE teachers. Of the limited studies examining personal school experiences in PE of non-specialists, there is a general agreement that they have poor memories of PE, which more often than not, combine into a negative outcome (Allison, Pissanos, & Sakola, 1990;Clayton, 1999;Howarth, 1987;Portman, 1996). A small amount of studies have focused on preservice teachers' experiences.…”

Section: The Importance Of Examining Personal School Pe Experiencesmentioning

confidence: 99%

Non-specialist teachers' confidence to teach PE: the nature and influence of personal school experiences in PE

Morgan

Bourke

2008

Physical Education & Sport Pedagogy

214

167

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Background: Over the past 20 years, a number of researchers have expressed concern over the lack of confidence and qualifications of primary school teachers to teach PE. Evidently, the influence of personal school PE experiences may play an important role in the development of teachers' confidence to appropriately teach PE. Most research that has examined the effects of biographical experiences in PE on teachers' confidence teaching PE has focused on specialist, rather than non-specialist PE teachers. Purpose: Two major aims of this study were (i) to examine the nature of personal school experiences of non-specialist student and inservice primary teachers and, importantly, the influence of these experiences on their PE teaching confidence and (ii) to analyse the reasons provided by teachers to explain their level of PE teaching confidence. No studies to date have attempted to test a theoretical causal model of this nature using PE teaching confidence as the key dependent variable and personal school experiences in PE as mediating variables. Participants and Setting: Quantitative data were collected from non-specialist student teachers in years 2, 3 and 4 of preservice education (n=386) and inservice (n=53) primary teachers in New South Wales (NSW), Australia. The student teacher sample consisted of students studying a double degree majoring in primary education in the second (n = 143), third (n = 127), or fourth year (n = 116) of their higher education at a NSW tertiary institution. Inservice teachers were randomly selected from NSW primary schools from both the state school system and non-state school system. In total, 53 inservice teachers were included from 37 different schools. Research Design: Employed a non-experimental correlational research design with Confidence Teaching PE as the key dependent variable. Data Collection: Largely quantitative data was collected via the administration of a questionnaire which utilised both select-response and open-ended questions. Data Analysis: One-factor congeneric measurement models were utilised in this study to produce estimates of constructs for primary and secondary school PE experiences and commitment to sport and physical activity. Self-perceived levels of confidence were also assessed in the teaching of ten PE content areas. Hypothesised relationships between key variables were tested using multilevel structural equation modelling techniques. Findings: Many respondents' PE experiences included programs that lacked variety and frequency of delivery, were dominated by involvement in 'supervised' games and involved little teaching and learning. Individuals who recalled more negative experiences in school PE were less likely to be involved in physical activity and indicated lower levels of PE teaching confidence than those who had more favourable experiences. Respondents held only a 'moderate' level of confidence in their PE teaching abilities. Results indicated that the quality of an individual's school PE experiences directly predicted his or her confidence to teac...

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“…Teachers' activity greatly affects experiences of physical education (Allison, Pissanos and Sakola, 1990). Therefore, the motivational atmosphere as a part of physical exercise and physical education has gained a foothold in research (Deci and Ryan, 2000;Liukkonen, Jaakkola and Soini, 2007;Soini, 2006).…”

Section: A) Research On Physical Exercisementioning

confidence: 99%

The Concept of the Experience-Based Capital of Physical Exercise (ECPE)

Kunnari

Määttä

Uusiautti

Time for Health Education

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In his theory about capital types, Bourdieu divided capital into cultural capital, economic capital, and social capital. One of the forms of cultural capital is the embodied state that manifests itself as internalized cultural skills, abilities and aptitudes, and is strongly connected to an individual person's habitus. The purpose of this article is to study experiences of physical exercise. Can these experiences be regarded as capital? The article aims at introducing a theoretical framework for experiences of physical exercise that we call the experience-based capital of physical exercise (ECPE). This capital type is considered a part of cultural capital. The idea is that if physical exercise is considered capital, the world of the experiences of physical exercise can be analyzed in a varied manner. The concept of ECPE gives an opportunity to do and provide physical exercise as diversely as possible by having exercise experiences as the starting point. Therefore, the concept can be used for health-promotion purposes.

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Physical Education Revisited—The Institutional Biographies of Preservice Classroom Teachers

Cited by 23 publications

References 1 publication

The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

The Role of Biographical Characteristics in Preservice Classroom Teachers’ School Physical Activity Promotion Attitudes

Non-specialist teachers' confidence to teach PE: the nature and influence of personal school experiences in PE

The Concept of the Experience-Based Capital of Physical Exercise (ECPE)

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