Student Teachers' Use of Instructional Choice in Physical Education

Abstract

Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices (cognitive, organizational, and procedural) they provided and their rationale for providing their students with choices. The STs reported they gave students cognitive, organizational, and procedural choices. They firmly believed instructional choice promotes students' motivation, autonomy, and engagement in physical education. They also believed teachers should consider factors such as student characteristics and the beneficial effects when implementing choice in their classes.

Key words:

• preservice teacher beliefs
• self-determination theory

Additional information

Notes on contributors

Ping Xiang

Please address all correspondence concerning this article to Ping Xiang, Texas A&M University, Department of Health and Kinesiology, Read Building, College Station, TX 77843.