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Physical education teacher educator's attitudes toward and understanding of online physical education

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Title: Physical education teacher educator's attitudes toward and understanding of online physical education
Author(s): Daum, David
Director of Research: Woods, Amelia M.
Doctoral Committee Chair(s): Woods, Amelia M.
Doctoral Committee Member(s): Graber, Kim C.; Delacruz, Elizabeth; Zhu, Weimo
Department / Program: Kinesiology & Community Health
Discipline: Kinesiology
Degree Granting Institution: University of Illinois at Urbana-Champaign
Degree: Ph.D.
Genre: Dissertation
Subject(s): Online Education Attitudes and Beleifs Physical Education Teacher Education
Abstract: K-12 online physical education (OLPE) is as an educational opportunity in at least 22 states in the US (NASPE, 2006; 2010). Clearly, teachers play important roles in these online educational experiences, so gaining a better understanding of these teachers is critical. The purpose of this study was to examine physical education teacher educators’ attitudes toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986), which is comprised of the interaction between behavior, personal factors, and environmental factors served as the theoretical framework for this study. Data were collected utilizing semi-structured open-ended interviews. Participants (N=25) were current physical education teacher education (PETE) faculty members at universities granting a bachelor’s degree in physical education certification. Participants were randomly selected using a stratified sampling technique based on the Carnegie classification of their universities. Data were analyzed using the constant comparative method as well as inductive and deductive analysis. Deductive analysis was viewed through the lens of the Social Cognitive Theory. Results of this study indicate that PETE faculty are aware that online education is available K-12; however, they are generally not cognizant of K-12 OLPE. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their belief that OLPE should not be available to elementary-aged children, but is a viable option at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.
Issue Date: 2012-05-22
URI: http://hdl.handle.net/2142/30912
Rights Information: Copyright 2012 David Daum
Date Available in IDEALS: 2012-05-22
Date Deposited: 2012-05
 

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