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Pre-Service Teachers’ Perceptions of and Experiences with Classroom Physical Activity

Author

Listed:
  • Hannah Bigelow

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

  • Barbara Fenesi

    (Faculty of Education, Western University, London, ON N6G 1G7, Canada)

Abstract

Physical inactivity is one of the most modifiable factors linked to childhood obesity. Several Canadian provinces adopted daily physical activity (DPA) policies to promote physical activity during the school day. In Ontario, only 23% of in-service teachers meet DPA mandates. Promoting DPA implementation must occur at the pre-service level to foster self-efficacy and create long-term teaching habits. This study surveyed 155 pre-service teachers from an Ontario university to determine key perceptions and practices that should be targeted during their educational training to improve DPA fidelity. Findings revealed that over 96% of pre-service teachers viewed physical activity as beneficial for their own and their students mental and physical health, and as much as 33% received no education or training related to DPA. Pre-service teachers valued DPA more if they had opportunities to learn about and observe DPA during school placements. Pre-service teachers were more confident implementing DPA if they were more physically active, viewed themselves as more athletic, and had more positive physical education experiences. This work brings to the forefront important factors that could contribute to DPA implementation among in-service teachers and highlights target areas at the pre-service level for improved fidelity.

Suggested Citation

  • Hannah Bigelow & Barbara Fenesi, 2023. "Pre-Service Teachers’ Perceptions of and Experiences with Classroom Physical Activity," IJERPH, MDPI, vol. 20(2), pages 1-15, January.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:2:p:1049-:d:1027653
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    References listed on IDEAS

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    1. Anne Soini & Anthony Watt & Arja Sääkslahti, 2021. "Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education," IJERPH, MDPI, vol. 18(12), pages 1-14, June.
    2. Webster, Collin A. & Weaver, R. Glenn & Egan, Cate A. & Brian, Ali & Vazou, Spyridoula, 2018. "Two-year process evaluation of a pilot program to increase elementary children’s physical activity during school," Evaluation and Program Planning, Elsevier, vol. 67(C), pages 200-206.
    3. Bandura, Albert, 1991. "Social cognitive theory of self-regulation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 248-287, December.
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