Akademik Veri Yönetim Sistemi
Association Internationale des Écoles Supérieures d'Éducation Physique The International Organization for Physical Education in Higher Education, Jyvaskyla, Finlandiya, 13 - 17 Mayıs 2024, ss.412-413
Physical education (PE) has many health benefits and
development for students. However, the quality of teaching PE in primary school
has been discussed by researchers (Griggs, 2007). For instance, primary school
teachers have a lack of knowledge about the curriculum (Decorby et al., 2005).
Additionally, PE literature is dominated by research about secondary school
teachers (Parker et al., 2022). Objective: The aim of the study was to
understand (1) how the practice-based professional development program (PBPD)
develops primary school teachers' (a) knowledge about fundamental movement
skills (FMS), (b) changes attitudes while teaching FMS, (2) to analyze how the
facilitator's involvement in PBPD is associated with teachers’ FMS knowledge, implementation
in physical education and games class in a practice-based professional
development program?" Methods: A ten-week PBPD program was applied with
the participation of 16 primary school teachers selected by means of
convenience sampling. The first five weeks consisted of meetings regarding FMS
theory and practice. The second five weeks were to support all teachers one by
one in their physical education lessons. The data was gathered by using
semi-structured interviews with all teachers at the end of the program.
Results: A thematic analysis showed two themes which are 1) “the role of
facilitator” and 2) “empowering teachers” with two sub-themes from teachers’
perspective. Based on the first theme, teachers learned in the PBPD how to
teach FMS, they increased the literacy of the curriculum and material used in
PE. Teachers changed their attitudes positively toward PE classes and they
integrated the learned skills into PE lessons. Based on the second theme, the
facilitator played a significant role in the program by providing feedback,
scaffolding teachers in the practice, and helping teachers to make all these
theories apply to the practice. Conclusion: The qualitative results showed that
10-week PBPD developed primary school teachers’ self-reported FMS knowledge and
their attitudes. In addition, teachers learned how to connect the curriculum,
material, and FMS. Moreover, the facilitator had a positive impact while supporting
teachers during the program on and off-site. This research contributes to the
understanding of how program design for the quality of teaching PE for primary
school teachers. This study was supported by the Scientific and Technological Research
Council of Türkiye.