Evaluation of BIP Courses Taught by PETE Preservice Teachers

Purpose

Limited research exists on effective teaching methods in university physical education basic instruction program (BIP) courses. The purpose of this study was to evaluate BIP courses taught by PETE pre-service teachers (PSTs) utilizing a sport education model.

Methods

As part of a capstone practicum experience, senior-level PETE PSTs were assigned to team teach a 10-week, 21 lesson BIP course under the direct supervision of the course instructor. The course instructors were trained prior to the practicum to serve in this capacity. In addition, the PETE PSTs were enrolled in a co-requisite course designed to provide support throughout the capstone experience. PSTs utilized a sport education model in the implementation of these courses. The Individual Development and Educational Assessment (IDEA) instrument was administered to students (n=311) enrolled in the BIP courses taught by PETE PSTs during the last week of the course. The IDEA, a valid and reliable instrument, includes student self-evaluations of progress on course objectives, as well as evaluations of teaching approaches used by course instructors: stimulating student interest (SSI), fostering student collaboration (FSC), establishing rapport (ER), encouraging student involvement (ESI), and structuring classroom experiences (SCE). The instrument also includes overall ratings of the excellence of both the course and teacher.

Analysis/Results

Results indicated that student ratings of progress on course objectives were high (M=4.20, on a 5-point Likert scale). Evaluations of the teaching approaches used by course instructors were also high (SSI=4.44, FSC=4.50, ER=4.36, ESI=4.04, SCE=4.54) and compare favorably to published norms in the PE discipline. Overall ratings of the courses (M=4.34) and the instructors (M=4.63) also compared favorably to published norms (M=4.16, M=4.33, respectively).

Conclusions

The results of this study suggest two potentially promising findings. First, BIP courses can serve as an alternative instructional venue for PETE PSTs, extending opportunities for field-based experience without compromising the quality and effectiveness of the involved BIP courses. Secondly,

BIP courses taught by PETE PSTs utilizing a sport education model can be effective both in terms of student self-evaluations of progress on course objectives and overall ratings of the excellence of both the teacher and course. This study is significant because PSTs who are using research-based models in practice teaching venues are professionally and personally validated by the students whom they are teaching. Such validation is thought to be critical to the PSTs adoption and continued utilization of best practices in teaching physical education.