Training, Barriers, and Self-Efficacy to Physical Education Instruction

The overall purpose of this dissertation was to explore the physical education (PE) training that generalist and PE specialist elementary school teachers receive during their pre-service programs across the province of Ontario, and the differences between these two types of teachers regarding barriers faced and self-efficacy in instructing PE. Using an online survey, Study 1 aimed to examine and compare the PE teaching self-efficacy of generalist and PE specialist elementary teachers across Canada and the barriers to instruction faced. Study 2 qualitatively explored the experiences of elementary school generalist and PE specialist teachers when instructing PE, and the perceived barriers and facilitators that influence teaching practices. Study 3 sought to summarize the PE training (i.e., extent [hours], and content) pre-service teachers receive at Faculties of Education across Ontario, and compare the differences in training between generalist teachers, and those specializing in PE as a teachable subject. Study 1 revealed that elementary school PE specialist teachers’ self-efficacy (n = 296) was significantly higher (p \u3c .05) than that of generalist teachers (n = 818) across all subscales of the Teaching Efficacy Scale in Physical Education. Gender was found to predict teachers’ self-efficacy, with female generalists reporting lower scores. Of the 11 barriers listed, generalist teachers reported 9 barriers as significantly more inhibitory (p \u3c .05) than specialist teachers. The results of Study 2 identified that elementary school generalist and specialist teachers perceive different factors to influence their PE teaching practices. Generalist teachers noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers teaching PE. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and use of technology positively supported their teaching practices. Finally, Study 3 results suggest that generalist teachers at Faculties of Education across Ontario receive approximately 35 hours less PE training compared to their specialist counterparts. When reviewing the PE course syllabi at each institution, it was noted that PE specialist teachers receive additional training regarding developing their students’ motor skills, integrating technology into lessons, locating resources, and developing a personalized teaching philosophy for PE instruction