An evaluation of teachers’ knowledge and use of physical education instructional models
Abstract
One of the factors that constitute qualified physical education (PE) teachers is the knowledge of pedagogical skills and different methods of instruction (Napper-Owen, Marston, Van Volkingburg, Afeman, & Brewer, 2008). Metzler (2005) identified eight instructional models (IM) that are used for teaching PE. The aim of this study was to investigate PE teachers’, in the state of Tennessee, knowledge, usage, attitudes towards, and future intention to implement an IM. An electronic questionnaire designed to measure topics related to IMs, was delivered to all PE teachers in the state of Tennessee. A total of 51 surveys (female=29; male=22; average age=40.92 years) were collected. The majority of participants taught elementary (72%) followed by high school (16%) and middle (12%). Quantitative data was analyzed to provide statistical values (e.g. means, standards deviation, etc.) for responses provided. Results revealed that teachers were most knowledgeable with DI (DI) (M=4.32[.71]), Teaching Personal and Social Responsibility (TPSR) (M=4.02[.93]), and Cooperative Learning (M=4.00[.98]). Teachers were least knowledgeable with Personalized System of Instruction (PSI) (M=2.76[1.18]). Teachers identified their highest usage with DI (M=4.50[.69]) and lowest usage with PSI (M=3.11[1.2]). They also stated that they used DI 78% of the time when teaching PE. Managerial control and time management were the overwhelming reasons for using DI as their primary model of instruction. These same teachers believed using multiple IMs was important (M=4.00[.82]). Teachers who used more than one IM stated that it provided an opportunity to reach all learners. Finally, all participants believed it would be beneficial to learn more about how to implement other IMs (M=3.91[1.04]). This study provides evidence that PE teachers are knowledgeable of multiple IMs. However, many teachers choose to teach using the DI approach. Regardless, most teachers expressed an interest in learning more about IMs and future implementation.
Publication Title
Journal of Physical Education and Sport
Recommended Citation
Todd, E., Begoña, C., & Carol, C. (2016). An evaluation of teachers’ knowledge and use of physical education instructional models. Journal of Physical Education and Sport, 16 (4), 1310-1315. https://doi.org/10.7752/jpes.2016.04208
