ABSTRACT

Background

There have been criticisms that classroom teachers are insufficiently trained and lack the confidence to deliver high-quality physical education (PE). Physical literacy (PL) is one of the main concepts that encompass various outcomes and is the main focus of the PE curriculum in many countries. However, to be able to transfer this variety of outcomes encompassed by PL to students, it is necessary for teachers to have some qualities and theoretical comprehension of the philosophy of PL. Teacher training programs and the experiences of teachers provide a base for the transfer of the necessary PL and PE qualities to teachers. However, in Turkey, the training programs for classroom teachers do not include sufficient PE courses.

Purpose

To explore the differences between PE and classroom teachers in respect of PL according to their experience level and gender.

Methods

The study sample included 161 PE teachers working in middle and high schools and 124 classroom teachers working in primary schools across Turkey. The Turkish version of the ‘Perceived Physical Literacy Scale for Physical Education Teachers’] was used to collect PL data. This scale is comprised of the 3 factors of ‘knowledge and understanding’, ‘sense of self and self-confidence’, and ‘communication’. Data were analyzed using 3- way Multivariate Analysis of Variance (3-way MANOVA).

Results

The 3-way MANOVA results indicated a significant main effect on the PL of teacher category and teaching experience (p < 0.01). Results also indicated a significant interaction effect of teacher category and teaching experience, and gender and teaching experience (p < 0.05). Post-hoc test results indicated that PE teachers had significantly higher mean scores than classroom teachers and teachers with 16–20 years of experience had significantly lower mean scores in the ‘sense of self and self-confidence’ and ‘communication’ subscales, (p < 0.05). Pairwise comparisons indicated that these differences arose from differences between the classroom teachers.

Discussion

The difference between PE and classroom teachers could be attributed to content differences in teacher training programs. The differences between those with different levels of experience were most probably associated with the reforms of classroom teacher training programs. The teachers with the lowest mean PL scores were classroom teachers with 16–20 years of experience, who had first structured PE courses during their pre-service training. Thus, the way that PE content is implemented in education faculties is important for the transfer of critical knowledge to prospective teachers.

Conclusion

The PE content in classroom teacher training programs is insufficient for the development of an awareness of the importance of PL for child development. Supporting classroom teachers with in-service training is recommended to improve both the comprehension of PL and the quality of PE. These results demonstrate the importance of additional PE content in classroom teacher training programs as well as how this content is delivered.

中文翻译：

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学校体育教师感知体育素养的差异：课堂教师与体育教师

摘要

背景

有人批评课堂教师培训不足，缺乏提供高质量体育教育（PE）的信心。体育素养 (PL) 是涵盖各种成果的主要概念之一，也是许多国家体育课程的主要重点。然而，为了能够将 PL 所包含的各种成果传递给学生，教师必须具备 PL 哲学的一些素质和理论理解。教师培训计划和教师的经验为将必要的 PL 和 PE 素质传授给教师提供了基础。然而，在土耳其，针对任课教师的培训计划并不包括足够的体育课程。

目的

根据经验水平和性别，探讨体育教师和任课教师在 PL 方面的差异。

方法

研究样本包括在土耳其各地工作的 161 名初中和高中体育教师和 124 名在小学工作的课堂教师。土耳其语版本的“体育教师感知体育素养量表”] 用于收集 PL 数据。该量表由“知识和理解”、“自信心和自信”、“沟通”三个因素组成。使用方差的三向多变量分析（三向多元方差分析）分析数据。

结果

3-way MANOVA 结果表明对教师类别和教学经验的 PL 有显着的主效应（p  < 0.01）。结果还表明，教师类别与教学经验、性别与教学经验的交互作用显着（p  < 0.05）。事后测试结果表明，体育教师的平均分数显着高于课堂教师，而具有 16-20 年经验的教师在“自信心”和“沟通”分量表中的平均分数显着降低，（p  < 0.05)。两两比较表明，这些差异源于课堂教师之间的差异。

讨论

体育教师与课堂教师的差异可归因于教师培训项目的内容差异。不同经验水平的人之间的差异很可能与课堂教师培训计划的改革有关。平均 PL 分数最低的教师是具有 16-20 年经验的课堂教师，他们在职前培训期间首次开设了体育课程。因此，在教育学院实施体育内容的方式对于将关键知识传授给未来的教师很重要。

结论

课堂教师培训计划中的体育内容不足以培养对 PL 对儿童发展重要性的认识。建议支持课堂教师接受在职培训，以提高对 PL 的理解和 PE 的质量。这些结果证明了额外体育内容在课堂教师培训计划中的重要性以及这些内容的交付方式。