{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1592"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1592","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Preservice Physical Educators' Stress and Instructional Effectiveness","abstract":"The primary purpose of this study was to determine the relationship between preservice physical educators' stress and their instructional effectiveness. The study sample included 25 preservice physical educators in the Middle School Block and Secondary School Block in a Physical Education Teacher Education program located in the mid-Atlantic area of the United States. A demographic questionnaire, the Teacher Stress Scale, the West Virginia University Teaching Evaluation System, and interview questions were administered during preservice physical educators' practice teaching period. The results indicated that preservice physical educators' stress was negatively correlated with instructional effectiveness. Curriculum model and noise were reported as new factors that affected preservice physical educators' stress and instructional effectiveness. In addition, the relationships between other demographic variables (e.g., block levels, gender, familiarity with a specific sport, confidence, readiness, and self-efficacy) and preservice physical educators' stress were unveiled. Implications for PETE programs were also provided.","abstract_html":"The primary purpose of this study was to determine the relationship between preservice physical educators' stress and their instructional effectiveness. The study sample included 25 preservice physical educators in the Middle School Block and Secondary School Block in a Physical Education Teacher Education program located in the mid-Atlantic area of the United States. A demographic questionnaire, the Teacher Stress Scale, the West Virginia University Teaching Evaluation System, and interview questions were administered during preservice physical educators' practice teaching period. The results indicated that preservice physical educators' stress was negatively correlated with instructional effectiveness. Curriculum model and noise were reported as new factors that affected preservice physical educators' stress and instructional effectiveness. In addition, the relationships between other demographic variables (e.g., block levels, gender, familiarity with a specific sport, confidence, readiness, and self-efficacy) and preservice physical educators' stress were unveiled. Implications for PETE programs were also provided.","abstract_has_math":false,"creators":["Huang, Jingyang"],"institution":null,"degree_name":"EdD","degree_level":"Dissertation","degree_discipline":"Athletic Coaching Education","degree_department":null,"school":null,"contributors":["Robert Wiegand","Lynn Housner","Richard Walls","Valerie Wayda","Sam Zizzi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-08-01T07:00:00Z","date_published":"2014-08-01T07:00:00Z","updated_at":"2026-07-24T06:14:38Z","subjects":["Physical education","Educational psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/589"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/589","href":"https://researchrepository.wvu.edu/etd/589","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.589","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robert Wiegand","Lynn Housner","Richard Walls","Valerie Wayda","Sam Zizzi"]},{"key":"dc:creator","label":"Author","values":["Huang, Jingyang"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Athletic Coaching Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical education","Educational psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.589","https://researchrepository.wvu.edu/etd/589"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study was to determine the relationship between preservice physical educators' stress and their instructional effectiveness. The study sample included 25 preservice physical educators in the Middle School Block and Secondary School Block in a Physical Education Teacher Education program located in the mid-Atlantic area of the United States. A demographic questionnaire, the Teacher Stress Scale, the West Virginia University Teaching Evaluation System, and interview questions were administered during preservice physical educators' practice teaching period. The results indicated that preservice physical educators' stress was negatively correlated with instructional effectiveness. Curriculum model and noise were reported as new factors that affected preservice physical educators' stress and instructional effectiveness. In addition, the relationships between other demographic variables (e.g., block levels, gender, familiarity with a specific sport, confidence, readiness, and self-efficacy) and preservice physical educators' stress were unveiled. Implications for PETE programs were also provided."]},{"key":"dc:title","label":"Title","values":["Preservice Physical Educators' Stress and Instructional Effectiveness"]}]}],"canonical_facts":{"dc:contributor":["Robert Wiegand","Lynn Housner","Richard Walls","Valerie Wayda","Sam Zizzi"],"dc:creator":["Huang, Jingyang"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["The primary purpose of this study was to determine the relationship between preservice physical educators' stress and their instructional effectiveness. The study sample included 25 preservice physical educators in the Middle School Block and Secondary School Block in a Physical Education Teacher Education program located in the mid-Atlantic area of the United States. A demographic questionnaire, the Teacher Stress Scale, the West Virginia University Teaching Evaluation System, and interview questions were administered during preservice physical educators' practice teaching period. The results indicated that preservice physical educators' stress was negatively correlated with instructional effectiveness. Curriculum model and noise were reported as new factors that affected preservice physical educators' stress and instructional effectiveness. In addition, the relationships between other demographic variables (e.g., block levels, gender, familiarity with a specific sport, confidence, readiness, and self-efficacy) and preservice physical educators' stress were unveiled. Implications for PETE programs were also provided."],"dc:identifier":["https://doi.org/10.33915/etd.589","https://researchrepository.wvu.edu/etd/589"],"dc:subject":["Physical education","Educational psychology"],"dc:title":["Preservice Physical Educators' Stress and Instructional Effectiveness"],"thesis:degree_discipline":["Athletic Coaching Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T06:14:38Z"}