2026-09-18T20:37:54Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/29508 2023-07-10 col_2142_5131 col_2142_16278 com_2142_5130 com_2142_16277 com_2142_9614

2011-12 Woods, Amelia M. Woods, Amelia M. Graber, Kim C. Littlefield, Melissa M. Greene, Jennifer C. Linker, Jenny M. 2012-02-01T00:49:53Z 2014-02-01T11:00:32Z 2012-02-01T00:49:53Z Elementary classroom teachers play key roles in school-wide physical activity initiatives, such as “Let's Move in School,” and it is important to consider their professional preparation. The purpose of this study was to examine pre-service classroom teachers’ beliefs about physical education, knowledge of the subject, and teacher self-efficacy beliefs to perform specific teaching tasks when partaking in one of three laboratory conditions (teaching children, peer-teaching, or no teaching) as part of a physical education methods course. Bandura's self-efficacy theory (1997) served as the theoretical framework. As part of a complementary mixed-method design, participants (N=66) completed a physical education knowledge test, Values and Purposes of Physical Education Questionnaire, and a modified version of the Teacher's Self-efficacy Belief System-Self at both the beginning and end of the semester. Approximately 50% of participants also partook in either focus group interviews or individual interviews that occurred both pre- and post-course. One-way analysis of variances of gain scores did not reveal any impacts of laboratory type on participants' beliefs, knowledge, or self-efficacy (p < .05). However, paired-sample t-tests revealed that each laboratory group improved on all measures (p > .05). Analytic induction and constant comparison of qualitative data revealed three major themes: (a) changed perspectives, (b) desire to work with children, and (c) lecture as a mastery experience. Physical education methods courses designed for pre-service classroom teachers can be effective and should include field-based experiences focusing on implementation of movement breaks and interdisciplinary lessons. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2011-08-24T14:51:47Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Linker_Jenny.pdf: 700037 bytes, checksum: 74d7e1444f4033738ba761e473146103 (MD5) Made available in DSpace on 2012-02-01T00:49:53Z (GMT). No. of bitstreams: 2 Linker_Jenny.pdf: 700037 bytes, checksum: 74d7e1444f4033738ba761e473146103 (MD5) license.txt: 4061 bytes, checksum: 2f3f8b826848265228abb8ac090f770f (MD5) Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by William Ingram (wingram2@illinois.edu) on 2012-02-01T00:50:45Z Item is restricted until 2014-02-01T00:50:07Z Item reinstated by Sarah Shreeves (sshreeve@illinois.edu) on 2014-02-01T11:00:32Z Item was in collections: Graduate Theses and Dissertations at Illinois (ID: 204) Dissertations and Theses - Kinesiology and Community Health (ID: 740) No. of bitstreams: 3 Linker_Jenny.pdf: 700037 bytes, checksum: 74d7e1444f4033738ba761e473146103 (MD5) license.txt: 4061 bytes, checksum: 2f3f8b826848265228abb8ac090f770f (MD5) Linker_Jenny.pdf.txt: 265451 bytes, checksum: ff57eb6d368589b875474247e5625516 (MD5) Item released from any restrictions by Sarah Shreeves (sshreeve@illinois.edu) on 2014-02-01T11:00:32Z http://hdl.handle.net/2142/29508 en Copyright 2011 Jenny M. Linker physical education pre-service classroom teachers movement in the classroom Impact of a physical education teaching methods course on pre-service classroom teachers Kinesiology & Community Health 1581 Kinesiology 0351 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Kinesiology -UIUC 10KS0351PHD