Literaturnachweis - Detailanzeige
| Autor/inn/en | Spittle, Michael; Spittle, Sharna |
|---|---|
| Titel | Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 44 (2016) 3, S.257-273 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2015.1080813 |
| Schlagwörter | Teacher Education Curriculum; Physical Education; Undergraduate Students; Preservice Teachers; Student Attitudes; Expectation; Course Selection (Students); Student Motivation; Course Content; Gender Differences; Questionnaires; Statistical Analysis; Correlation; Foreign Countries; Australia |
| Abstract | This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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