Electronic Thesis and Dissertation Repository

Thesis Format

Integrated Article

Degree

Doctor of Philosophy

Program

Health Promotion

Supervisor

Tucker, Trish

Abstract

The overall purpose of this dissertation was to explore the physical education (PE) training that generalist and PE specialist elementary school teachers receive during their pre-service programs across the province of Ontario, and the differences between these two types of teachers regarding barriers faced and self-efficacy in instructing PE. Using an online survey, Study 1 aimed to examine and compare the PE teaching self-efficacy of generalist and PE specialist elementary teachers across Canada and the barriers to instruction faced. Study 2 qualitatively explored the experiences of elementary school generalist and PE specialist teachers when instructing PE, and the perceived barriers and facilitators that influence teaching practices. Study 3 sought to summarize the PE training (i.e., extent [hours], and content) pre-service teachers receive at Faculties of Education across Ontario, and compare the differences in training between generalist teachers, and those specializing in PE as a teachable subject.

Study 1 revealed that elementary school PE specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818) across all subscales of the Teaching Efficacy Scale in Physical Education. Gender was found to predict teachers’ self-efficacy, with female generalists reporting lower scores. Of the 11 barriers listed, generalist teachers reported 9 barriers as significantly more inhibitory (p < .05) than specialist teachers.

The results of Study 2 identified that elementary school generalist and specialist teachers perceive different factors to influence their PE teaching practices. Generalist teachers noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers teaching PE. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and use of technology positively supported their teaching practices.

Finally, Study 3 results suggest that generalist teachers at Faculties of Education across Ontario receive approximately 35 hours less PE training compared to their specialist counterparts. When reviewing the PE course syllabi at each institution, it was noted that PE specialist teachers receive additional training regarding developing their students’ motor skills, integrating technology into lessons, locating resources, and developing a personalized teaching philosophy for PE instruction.

Summary for Lay Audience

Elementary physical education (PE) is taught by two types of teachers: 1) generalist teachers (i.e., those who are not specially trained in PE during pre-service teacher education and are responsible for teaching multiple subjects) and PE specialists (i.e., those who are trained in PE as a teachable subject during pre-service teacher education). These teachers have a strong influence on the PE experience of their students, and their confidence to teach has been found to be related to their quality of instruction. The overall aim of this dissertation was to explore: 1) the confidence and barriers faced by these two types of teachers when instructing PE; and 2) the PE training generalist and PE specialist teachers receive during their pre-service programs across the province of Ontario. These two objectives were divided into three research studies.

Study 1 compared the confidence and barriers faced by generalist and PE specialist teachers across the country using an online survey. Overall, specialist teachers’ confidence was significantly higher than that of generalist teachers. When comparing gender differences, female generalist teachers reported much lower confidence in comparison to male generalist teachers, and male and female specialists. Generalist teachers also reported 9 out of the 11 listed barriers as more substantial compared to their specialist counterparts.

Study 2 involved interviewing generalist and PE specialist teachers across the country to explore their experiences when instructing PE. Generalist teachers noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers to instructing high-quality PE class. Conversely, PE specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices.

Study 3 explored the PE training teachers receive at Faculties of Education across Ontario, and compared the differences in training between generalist teachers, and those specializing in PE as a teachable subject. It was found that, on average, specialist teachers receive approximately 35 hours more of PE training than their generalist counterparts, specifically regarding developing motor skills, technology integration, locating PE resources, and developing a personalized teaching philosophy for PE.

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