Primary Teachers' Perceived Barriers to Delivering Effective Physical Education Lessons

Common Ground Publishing
Publication Type:
Journal Article
Journal of Sports Pedagogy and Physical Education, 2016, 7 (2), pp. 1 - 10 (10)
Issue Date:
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Barriers to Teach PE Open Access version.pdfAccepted Manuscript Version3.53 MB
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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.
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