Relationships between personal biography and changes in preservice classroom teachers' physical activity promotion competence and attitudes

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23 Citations (Scopus)

Abstract

Personal biography influences preservice classroom teachers' (PCT) perceptions and attitudes related to school-based physical activity promotion (SPAP). Using an uncontrolled prepost design, this study investigated associations between biographical variables and changes in PCTs' SPAP attitudes and perceived competence while enrolled in a 16-week SPAP course. PCTs (N = 201) completed baseline measures assessing biographical variables of year in school, sports participation, coaching/teaching experience, BMI, satisfaction with K-12 physical education (PE) and perceived physical activity (PA) competence, and prepost measures assessing SPAP attitudes and perceived competence. One-way repeated measures analysis of variance procedures showed statistically significant, positive changes in PCTs' scores on all SPAP measures. Mixed-model analysis of variance/covariance techniques indicated sport participation, teaching/coaching experience, PE satisfaction and perceived PA competence were associated with changes in SPAP scores. Results suggest PCTs' SPAP learning experiences should incorporate strategies for enhancing self-schemas and perceptions related to PE and PA.

Original languageEnglish
Pages (from-to)320-339
Number of pages20
JournalJournal of Teaching in Physical Education
Volume30
Issue number4
DOIs
Publication statusPublished - Oct 2011

Keywords

  • Comprehensive physical activity programs
  • Elementary education majors
  • Nonspecialist teachers
  • Primary teachers
  • Teacher biography
  • Teacher education

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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