Background/Purpose: The 2008 NASPE Initial Physical Education Teacher Education Standards articulate that beginning physical educators should be able to “identify historical, philosophical, and social perspectives of physical education issues and legislation.” The purpose of this study was to generate expert consensus regarding the most essential HPS of sport competencies that prospective physical educators need to learn within the PETE curriculum, and determine how HPS of sport content should be delivered to prospective physical educators.
Method: The study employed a two-round, modified Delphi procedure involving the repeated circulation of a questionnaire to a panel of history specialists, philosophy specialists, sociology specialists, teacher educators, and K-12 physical education teachers. Panel members rated an initial list of HPS of sport competencies derived from NASPE Sport Philosophy Academy competencies and a national conference proceedings book published by AAHPERD. The second phase of the study involved follow-up interviews to validate and expand on quantitative findings.
Analysis/Results: Expert consensus determined 27 out of the initial 74 HPS of sport competencies were essential in preparing prospective physical educators. The themes derived from the interviews included: course structure, instructor preference, additional competencies, and a name change from HPS of sport to HPS of physical activity.
Conclusions: The findings from this scholarly process represent an important link between the HPS body of knowledge and the goals of PETE and school physical education programs.
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