{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/29508"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/29508","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Impact of a physical education teaching methods course on pre-service classroom teachers","abstract":"Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as “Let's Move in School,” and it is important to consider their professional preparation. The purpose of this study was to examine pre-service classroom teachers’ beliefs about physical education, knowledge of the subject, and teacher self-efficacy beliefs to perform specific teaching tasks when partaking in one of three laboratory conditions (teaching children, peer-teaching, or no teaching) as part of a physical education methods course. Bandura's self-efficacy theory (1997) served as the theoretical framework. As part of a complementary mixed-method design, participants (N=66) completed a physical education knowledge test, Values and Purposes of Physical Education Questionnaire, and a modified version of the Teacher's Self-efficacy Belief System-Self at both the beginning and end of the semester. Approximately 50% of participants also partook in either focus group interviews or individual interviews that occurred both pre- and post-course. One-way analysis of variances of gain scores did not reveal any impacts of laboratory type on participants' beliefs, knowledge, or self-efficacy (p < .05). However, paired-sample t-tests revealed that each laboratory group improved on all measures (p > .05). Analytic induction and constant comparison of qualitative data revealed three major themes: (a) changed perspectives, (b) desire to work with children, and (c) lecture as a mastery experience. Physical education methods courses designed for pre-service classroom teachers can be effective and should include field-based experiences focusing on implementation of movement breaks and interdisciplinary lessons.","abstract_html":"Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as “Let&#x27;s Move in School,” and it is important to consider their professional preparation. The purpose of this study was to examine pre-service classroom teachers’ beliefs about physical education, knowledge of the subject, and teacher self-efficacy beliefs to perform specific teaching tasks when partaking in one of three laboratory conditions (teaching children, peer-teaching, or no teaching) as part of a physical education methods course. Bandura&#x27;s self-efficacy theory (1997) served as the theoretical framework. As part of a complementary mixed-method design, participants (N=66) completed a physical education knowledge test, Values and Purposes of Physical Education Questionnaire, and a modified version of the Teacher&#x27;s Self-efficacy Belief System-Self at both the beginning and end of the semester. Approximately 50% of participants also partook in either focus group interviews or individual interviews that occurred both pre- and post-course. One-way analysis of variances of gain scores did not reveal any impacts of laboratory type on participants&#x27; beliefs, knowledge, or self-efficacy (p &lt; .05). However, paired-sample t-tests revealed that each laboratory group improved on all measures (p &gt; .05). Analytic induction and constant comparison of qualitative data revealed three major themes: (a) changed perspectives, (b) desire to work with children, and (c) lecture as a mastery experience. Physical education methods courses designed for pre-service classroom teachers can be effective and should include field-based experiences focusing on implementation of movement breaks and interdisciplinary lessons.","abstract_has_math":false,"creators":["Linker, Jenny M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":["Woods, Amelia M.","Graber, Kim C.","Littlefield, Melissa M.","Greene, Jennifer C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-12","date_published":"2011-12","updated_at":"2026-07-22T22:25:27Z","subjects":["physical education","pre-service classroom teachers","movement in the classroom"],"languages":["en"],"rights":["Copyright 2011 Jenny M. 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As part of a complementary mixed-method design, participants (N=66) completed a physical education knowledge test, Values and Purposes of Physical Education Questionnaire, and a modified version of the Teacher's Self-efficacy Belief System-Self at both the beginning and end of the semester. Approximately 50% of participants also partook in either focus group interviews or individual interviews that occurred both pre- and post-course. One-way analysis of variances of gain scores did not reveal any impacts of laboratory type on participants' beliefs, knowledge, or self-efficacy (p < .05). However, paired-sample t-tests revealed that each laboratory group improved on all measures (p > .05). Analytic induction and constant comparison of qualitative data revealed three major themes: (a) changed perspectives, (b) desire to work with children, and (c) lecture as a mastery experience. 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One-way analysis of variances of gain scores did not reveal any impacts of laboratory type on participants' beliefs, knowledge, or self-efficacy (p < .05). However, paired-sample t-tests revealed that each laboratory group improved on all measures (p > .05). Analytic induction and constant comparison of qualitative data revealed three major themes: (a) changed perspectives, (b) desire to work with children, and (c) lecture as a mastery experience. Physical education methods courses designed for pre-service classroom teachers can be effective and should include field-based experiences focusing on implementation of movement breaks and interdisciplinary lessons.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-08-24T14:51:47Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Linker_Jenny.pdf: 700037 bytes, checksum: 74d7e1444f4033738ba761e473146103 (MD5)","Made available in DSpace on 2012-02-01T00:49:53Z (GMT). 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