Primary Teachers' Perceived Barriers to Delivering Effective Physical Education Lessons

Currie, JL; Dobrijevic, AMS

Primary Teachers' Perceived Barriers to Delivering Effective Physical Education Lessons

Currie, JL

Dobrijevic, AMS

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Publisher:: Common Ground Publishing
Publication Type:: Journal Article
Citation:: Journal of Sports Pedagogy and Physical Education, 2016, 7 (2), pp. 1 - 10 (10)
Issue Date:: 2016-04-30

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Field	Value	Language
dc.contributor.author	Currie, JL https://orcid.org/0000-0003-0424-2966	en_US
dc.contributor.author	Dobrijevic, AMS	en_US
dc.date.available	2016-03-17	en_US
dc.date.issued	2016-04-30	en_US
dc.identifier.citation	Journal of Sports Pedagogy and Physical Education, 2016, 7 (2), pp. 1 - 10 (10)	en_US
dc.identifier.issn	2381-7100	en_US
dc.identifier.uri	http://hdl.handle.net/10453/43755
dc.description.abstract	This study explored primary teachers’ perceived barriers to implementation of effective physical education lessons (PE) in the primary school (Kindergarten to Year 2). Qualitative data were collected from five practising primary teachers by means of an open-ended questionnaire and interviews. Responses were content-analysed with three major themes to emerge including: cost, confidence, and time. Findings suggest that according to these respondents, it feels challenging to easily and comfortably deliver effective PE lessons. It is critical that primary teachers today feel confident in enabling their students to experience meaningful, active PE. Ensuring teachers graduate with fundamental teaching skills may be addressed at the pre-service training level. However, for existing teachers with an already “crowded curriculum,” it is also important that PE lessons remain scheduled as part of weekly timetables and not be pushed aside for other competing obligations.	en_US
dc.publisher	Common Ground Publishing	en_US
dc.relation.ispartof	Journal of Sports Pedagogy and Physical Education	en_US
dc.relation.isbasedon	10.18848/2381-7100/CGP	en_US
dc.title	Primary Teachers' Perceived Barriers to Delivering Effective Physical Education Lessons	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	7	en_US
utslib.location.activity	USA	en_US
utslib.for	1599 Other Commerce, Management, Tourism and Services	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	7	en_US

Abstract:

This study explored primary teachers’ perceived barriers to implementation of effective physical education lessons (PE) in the primary school (Kindergarten to Year 2). Qualitative data were collected from five practising primary teachers by means of an open-ended questionnaire and interviews. Responses were content-analysed with three major themes to emerge including: cost, confidence, and time. Findings suggest that according to these respondents, it feels challenging to easily and comfortably deliver effective PE lessons. It is critical that primary teachers today feel confident in enabling their students to experience meaningful, active PE. Ensuring teachers graduate with fundamental teaching skills may be addressed at the pre-service training level. However, for existing teachers with an already “crowded curriculum,” it is also important that PE lessons remain scheduled as part of weekly timetables and not be pushed aside for other competing obligations.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/43755