Search

Many experiences in physical education class focus around competitive activities. Middle school is an important time for students, as they shape their physical identity. Creating a foundation of skill during these activities, may promote a lifetime of future physical behaviors. Therefore, attaining physical skill can create social capital, ultimately a form of social justice, as individuals may use this foundation to be physically active throughout their lives. During middle school, however, physical activity declines. This decrease in physical activity, perhaps, limits physical possibilities later in life. To examine this injustice, the term "skill identity" has been created. Skill identity acts as a new lens for educators to reflect on their practice. The following will be discussed: a) competitive activities and physical education class (skill, identity, and social justice and injustice), and b) identity, social capital, and justice (creating strong or weak skill identities, the teacher, and gender and race).

This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes emerged during the data analysis. First, specific teaching skills are important to facilitate low-skilled students' success, with subthemes of (a) teachers paying attention to low-skilled students' motor skill deficiencies and (b) teachers creating an accepting environment for low-skilled students. Second, teachers structure authentic performances in which low-skilled students can successfully participate, with subthemes of (a) teachers continually modifying game play with no scores, no winners, and everyone working together and (b) teachers recognizing decisions about equipment selection and usage for low-skilled students. The results can inform how teachers develop lessons for low-skilled students.

The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers might implement lessons (Zimbardo & Leippe, 1991). While pre service teaching (PST) programs and how these programs can affect the beliefs of teachers have been studied (Biddle & Goudas, 1997; Graber 1998; Kulinna, Silverman, & Keating, 2000; Munby, 1984), teachers' beliefs and their actual practice have not been fully explored (Tsangaridou, 2006). Teachers may hold salient or strong beliefs regarding competition (Ajzen, 2005), and these beliefs can influence how teachers carry out certain actions or behaviors, especially in their instruction. McIntyre, Byrd, and Fox (1996) found that pre-service teachers considered their teaching experiences during their pre-service training to be of value. Understanding teacher beliefs regarding competitive activities, and if those beliefs affect instruction, can be key to unlocking a more productive learning environment. The purpose of this study was to determine if pre-service teachers' prior beliefs about competitive activities affect their lesson planning, and how pre-service teachers incorporate their beliefs and pre-service training when implementing competitive games during middle school PE classes.

Physical education teachers' (N = 9) beliefs and implementation of competitive activities for middle school multicultural student populations (Grades 6-8) in physical education class in the Greater New York area were examined. Data were collected by nonparticipant observation and field notes, two semistructured interviews, and postobservation informal interviews. The theory of reasoned action guided the study. Three themes emerged: competitive activities, an introduction to culture; using demonstration to teach competitive activity skills to diverse students; and creating community. Successful instruction of diverse students was observed; however, fully incorporating cultural relevance through competitive activities was not fully demonstrated.

Problem Statement: Competitive activities are widely used in physical education class. Preservice teachers enter teacher training programs with a background in a variety of sport experiences. The beliefs that preservice teachers hold regarding competitive activities can influence their instruction. This longitudinal study examined how preservice teachers' (PSTs) beliefs influenced instruction of competitive activities during 6-8 grade physical education (PE) classes while enrolled in a preservice program. PSTs entered this study upon enrollment in the program and completed the study during student teaching. Approach: Participants and Settings: Eight males and one female PST, enrolled in a large, urban university teacher training program, participated. Piloted qualitative methods were used to uncover PSTs' beliefs during instruction of competitive activities in middle school PE classes. Data collection included field notes, four interviews, comprised of a background interview and three, 20-25-minute, semi-structured interviews, informal interviews, and collected lesson plans. Purpose: The Theory of Reasoned Action was the theoretical framework used to guide the study. Data were analyzed using N-Vivo 10. Data analysis focused on teachers' beliefs regarding competition. The constant comparative method was used to examine teachers' beliefs and how these beliefs influenced instruction during their preservice program. Results: Three themes emerged, the first theme was PSTs prior beliefs about competition were identified and were part of their instruction. The second theme was PSTs used coursework to modify game play. The final theme was skill and age matter. Conclusion: This study identified the strong beliefs that PSTs held about competitive activities and how those beliefs influenced instruction. The PSTs became aware of these beliefs during student teaching. [ABSTRACT FROM AUTHOR]