Perceived Competence in Teaching Physical Education Among Classroom Teachers

Background/Purpose: Classroom teachers are required to teach physical education in some states such as California. However, previous research indicates many classroom teachers do not feel competent to teach effective physical education lesson (Barney & Deutsch, 2009). Understanding of teachers’ perception of teaching physical education may help develop better teacher education programs to prepare pre-service teachers in teaching physical education. Therefore, the purpose of the study was to examine perceived competence in teaching physical education among classroom teachers.

Method: Participants were 30 classroom teachers (5 males, 25 females; M age = 40.3, SD = 8.54) from a public school district in central California. Average of teaching years of the participants was 12.8 (SD = 6.56). The participants completed a survey that assessing their perception of competence in teaching physical education (e.g., teaching fundamental motor skills, sports and games, movement concepts, and administering fitness test etc.). The perceived competence, the 7-point Likert subscale, was adapted from the literature (Williams & Deci, 1996). Additionally, self-developed and 5-point Likert subscale on preference of teaching physical education and professional training were included in the survey.

Analysis/Results: The reliability coefficient (Cronbach’s alpha) for perceived competence in teaching physical education was .87 and the reliability coefficient for the preference of teaching physical education was .75. Results indicated general perception of competence in teaching physical education was with mean of 5.35 (SD = 1.34). Perceived competence in teaching sports and games scored highest (M = 5.58, SD = 1.33), next teaching fundamental motor skills (M = 4.97, SD =1.97), and movement concepts (M = 4.85, SD = 2.16), and administering fitness testing scored lowest (M = 4.66, SD = 2.25). The preference of teaching physical education among the participants scored very low (M = 2.70, SD =1.11) and the participants preferring PE specialists to teach physical education scored very high (M = 4.30, SD = 0.84). Additionally, the participants felt they lacked of professional preparation and training (M = 2.57, SD = 1.19). It seems that the participants feel competent to teach physical education; however, they prefer not teaching physical education if they have choice.

Conclusions: The findings may imply that lack of professional preparation and training could be a factor that results in classroom teachers unwillingly to teach physical education. Both teacher education professionals and policy-makers need to work together to develop better teacher education policy and programs.