A Simulation Pedagogical Approach to Engaging Generalist Pre-service Teachers in Physical Education Online: The GoPro Trial 1.0

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to capture practical PE classes. Field note observations also documented implementation considerations for integrating GoPro technology into practical PE lessons. The findings from the GoPro trial provide valuable insight for teacher education providers for future planning and delivery of university practical PE classes onlin

The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) and PETE students from rural backgrounds (compared to regional) had significantly higher average summary scores for the transmission (content-oriented) teaching perspective. This paper provides reflective opportunities for teacher training programs of the underlying core teaching values (beliefs and intentions) of students at the entry point of PETE training

Health and Physical Education Teacher Education 2.0: Pre-service Teachers’ Perceptions on Developing Digital Twitter Skills

The advent of Web 2.0 technologies such as Twitter are reflective of an improved capacity for global educative collaboration. Yet there is an absence of research determining the potential of social media within Health and Physical Education Teacher Education (H-PETE). The aim of this paper was to therefore determine pre-service teachers’ (PSTs) perceptions of the potential of using Twitter within H-PETE training. The study was underpinned by a constructivist online learning framework. PSTs (n=35) enrolled at a regional Australian university were recruited to participate via online survey. Themes revealed PSTs perceived Twitter could be valuable during H-PETE for facilitating learning, technology engagement, capturing international insight, enhancing collaboration and communication. In contrast, PSTs described potential barriers to using Twitter relating to receiving adequate training, privacy, excessive technology use, determining Twitter’s functionality and application across educational contexts. Unpacking PSTs’ perceptions of the potential of Twitter within H-PETE can contribute to the pedagogical decisions made by teacher educators to improve social media uptake in PSTs

Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary & 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students’ participation in playground physical activity

A qualitative investigation of Australian youth perceptions to enhance school physical activity: the Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) study

Background: There is more demand than ever for schools to equip children with the necessary skills to be physically active. The purpose of the Environmental Perceptions Investigation of Children’s Physical Activity (EPIC-PA) study was to investigate elementary and secondary school children’s perceptions to enhance the school physical activity environment. Methods: Four Australian government schools (2 elementary and 2 secondary) were recruited for the EPIC-PA study. During the study, 78 children were recruited aged 10 to 13 years. The focus group discussions consisted of 54 children (32 elementary and 22 secondary) and the map drawing sessions included 24 children (17 elementary and 7 secondary). Results: The findings from the EPIC-PA study revealed insight into uniquely desired features to encourage physical activity such as adventure physical activity facilities (eg, rock climbing walls), recreational physical activity facilities (eg, jumping pillows), physical activity excursions, animal activity programs and teacher-directed activities. In addition to specific features, childrens revealed a host of policies for equipment borrowing, access to sports equipment/areas, music during physical activity time and external physical education lessons. Conclusions: Understanding the multiple suggestions from children of features to enhance physical activity can be used by schools and researchers to create environments conducive to physical activity participation

Recommendations for future school playground strategy research

There are still a number of considerations to effectively conduct school playground interventions to promote active, healthy school students. This chapter concludes the book with an overview of the key influences and strategies for both school playground implementation and research evaluation

Perceived social-ecological barriers of generalist pre-service teachers towards teaching physical education: findings from the GET-PE study

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE) study was to investigate Australian generalist PSTs\u27 perceptions of the barriers to teaching physical education (PE) classes. A socialecological model framework (SEM) was uniquely applied as the conceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of SEM level barriers were perceived by the generalist PSTs (n=71) at the intrapersonal level (knowledge gaps, physical abilities, reduced confidence), interpersonal level (community influence, concentration/focus of students, inclusive teaching, misbehaviour, modelling effective practice, motivation of students), physical environment level (technology/screen time, weather) and policy levels (balancing content, professional development opportunities, recognition of PE, work-life balance). With mounting demands on schools, PSTs must continually improve preparation and readiness for teaching practical subjects such as PE. By developing multi-level SEM insight from the GET-PE study into the barriers for generalist PSTs to teaching PE, teacher education programs can reflect upon the socialisation processes for PSTs and facilitate learning environments that meet the needs of our future teachers