Physical education preservice teachers' perceptions about preparation for comprehensive school physical activity programs.

Autor/inn/en	Kwon, Ja Youn; Hodges Kulinna, Pamela; Mars, Hans van der; Koro-Ljungberg, Mirka; Amrein-Beardsley, Audrey; Norris, Jason
Titel	Physical education preservice teachers' perceptions about preparation for comprehensive school physical activity programs. Gefälligkeitsübersetzung: Die Wahrnehmung der Sportlehrer in Bezug auf die Vorbereitung auf umfassende schulische Bewegungsprogramme.
Quelle	In: Research quarterly for exercise and sport, 89 (2018) 2, S. 221-234 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2018.1443196
Schlagwörter	Fragebogen; Interview; Leistungsfähigkeit; Wahrnehmung; Interview; Lehrer; Lehrerfortbildung; Leistungsfähigkeit; Wahrnehmung; Sportunterricht; Unterrichtsmethode; Fragebogen; Sportpädagogik; Vorbereitung; Trainingsprogramm; Lehrer; Lehrerausbildung; Lehrerfortbildung; Unterrichtsentwurf; Unterrichtsgestaltung; Unterrichtsmethode; Körper (Biol); Bewegung (Motorische); Sportpädagogik; Sportunterricht; Trainingsprogramm; Vorbereitung
Abstract	Purpose: Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Method: Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Results: Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants' perceptions of the role of physical educators as physical activity leaders had been expanded during their training. Conclusion: The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/2