First-hand participation: illuminating teachers' self-perceptions of physical activity delivery

Abstract

The study examines school-based physical activity in investigating teachers' perceptions of a physical activity-related professional development (PD) intervention in New Zealand primary schools. Eighteen semi-structured interviews with six teachers from two schools was the primary data collection method. Using a selected programme, teachers' perceptions were explored prior, immediately after and four months post-intervention. The perceived need to experience practical content was found to be linked to perceptions of confidence and competence in physical activity delivery. This study is one of few to investigate teachers' experience of PD in physical activity. In doing so, it highlights the relationship between experiential learning approaches and perceptions of confidence and competence for teachers, a concept not well articulated within the body of knowledge in this setting. In better understanding this relationship, we argue that policy-makers and primary schools may be better informed about programmes for teachers that impact physical activity outcomes for children.

Keywords:

• physical activity
• professional development
• continued professional learning
• teachers' perceptions