Physical education (PE) teachers can profoundly impact students’ experiences in PE (Bailey, 2006), including students’ engagement and skill development (Society of Health and Physical Educators [SHAPE America], 2014), which ultimately may promote active healthy lifestyles (Graham, Holt/Hale, & Parker, 2013). Consequently, the preparation and development of effective PE teachers appears to be essential. Source credibility theory (Hovland, Janis, & Kelley, 1953) proposes that PE teachers’ power of persuasion, and as a result, effectiveness, can be increased when students perceive them as credible. However, the literature on PE teacher effectiveness is remarkably bereft of studies on PE teacher credibility. Therefore, the purpose of this study was to investigate middle school students’ perception of PE teacher credibility.
Method:
Participants were eight girls and eight boys in both the 6th and 8th grades (N=32) from a rural school located in the Midwestern United States. Students were selected to participate based on their (a) PE skill level (high or low) and (b) ability to communicate as adjudicated by their PE teacher. To reduce bias in the assessment of participants, the PE teacher was frequently informed that the study was about the credibility of PE teachers in general. Data were collected in the school setting over a two-month period (over 60 contact hours) through the use of: (a) observations, (b) field notes, (c) open-ended questionnaire, (d) student drawings, and (e) group and (f) individual interviews.
Analysis/Results:
The four-stage analysis procedure proposed by Miles and Huberman (1994) was used to analyze the data inductively and identify commonalities and themes. Source credibility theory (Hovland et. al., 1953) assisted in making meaning of students’ perceptions of credibility. According to the participants, in order to be credible PE teachers should: (a) be physically competent, (b) walk the talk, (c) be a skilled teacher, and (d) be a caring teacher – who can develop personal relationships and relate to students in a more personal level.
Conclusions:
Understanding what middle school students believe to be characteristic of credible PE teachers seems vital when effective PE teachers are considered to be important in the development of children’s positive dispositions toward physical activity (SHAPE America, 2014). Specifically, dispositions that include modeling physical health and fitness. Middle school students’ insight about PE teacher credibility has valuable implications for PETE programs and in-service PE teachers concerned with teacher effectiveness, and consequently, student learning.
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