Adopting a theoretically driven innovative approach to learning design changes student teacher’s beliefs in Physical Education teaching

Adopting a theoretically driven innovative approach to learning design changes student teacher’s beliefs in Physical Education teachingIntroduction: Encouraging pre-service physical education teachers to use new and innovative teaching approaches is somewhat challenging as it often threatens long held beliefs about how to teach nurtured by years of exposure to traditional methods (Lortie, 1975). In Queensland, Australia physical education teachers predominantly use ‘reproductive’ teaching styles that conflicts with teaching styles required to meet the central aim of the Queensland Senior Physical Education Syllabus of developing intelligent, thinking performers (Cothran et al 2005; Mosston & Ashworth, 2002; QSA, 2010). An alternate approach to teaching games; the constraint-led approach, provides the necessary theoretical framework for underpinning learning design that would provide students with learning opportunities to develop as intelligent, thinking performers (Renshaw et al., 2010). This approach was recently introduced to pre-service physical education teachers at the Queensland University of Technology.Project Aims: The study compared students’ beliefs about how games should be taught before and after exposure to constraint-led games teaching. Participants: 129 PETE First year students (N=77, 2009; N=52, 2010)Research Methods: Participants’ pre and post intervention (9-week games teaching unit) games teaching beliefs were analysed through questionnaires, individual semi structured interviews and student reflections. Data was analysed using multiple methods to identify significant differences in the pre and post responses. (Likert scale questionnaire responses, Wilcoxon signed-rank test, Qualitative content analysis)Research Findings: Pre-service teacher’s games teaching beliefs can be changed by adopting a theory to practice methodology based on a constraint-led approach. At the commencement of the unit the vast majority of participants held a strong belief in traditional, teacher centred approaches. On completion of the unit the vast majority of participants were receptive to the alternative a constraints led approach to teaching games expressing confidence and enthusiasm to try the approach when teaching. "As a student who was always taught physical education in the “old military style” of teaching, I was so grateful to hear there was an alternative but had no idea that the alternative could be so rewarding, so fun and it works! I cannot wait to share my experiences with other students, other teachers and hopefully use it on my prac at the beginning of next year.” (Susan).Relevance to Conference Theme: Student teachers will change their beliefs and adopt innovative approaches to physical education teaching when they actively participate in theoretically driven curriculum programmes.