Instilling positive attitudes to physical activity in childhood – challenges and opportunities for non-specialist PE teachers

ABSTRACT

This mixed methods study, which is located in England investigates the capacity primary school teachers have to lay a foundation for pupils’ engagement in active lifestyles through the delivery of quality Physical Education. The outlook is not positive as the study reveals low self-efficacy rates in the sample’s ability (n181) to teach quality PE, a lack of consensus around what underpins positive outcomes in PE and limited prioritising of established pedagogical strategies deployed effectively in other curricular areas. Glimmers of hope and inspiration are drawn, however, from the best practice examples from 5 schools that provide evidence of a strong collective teacher efficacy towards PE. The study concludes PE is a force to mitigate health inequality with pragmatic suggestions offered to ensure primary teachers’ sphere of influence is not wasted.

KEYWORDS:

• Physical Education
• primary (elementary) teachers
• collective teacher efficacy in PE
• pedagogical principles
• foundation for active lifestyles

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.