Content of curriculum in physical education teacher education: expectations of undergraduate physical education students

ABSTRACT

This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas, attractors to physical education, and motivation. Strong reasons for course choice were sport and physical activity-related. Instruction of movement skills, health education, games, motor development, and physical education identity were perceived as more important, whereas sports and socio-critical perspectives were perceived as less important. Perceived importance of all content areas was positively related to the choice of course for confident interpersonal service, sport and physical activity, and role model reasons, as well as to intrinsic and extrinsic motivation. Physical education programmes should consider what content is delivered and how to effectively integrate practical and theoretical content.

KEYWORDS:

• Career choice
• curriculum
• higher education
• motivation
• physical education
• pre-service teacher

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Michael Spittle

Michael Spittle is Discipline Leader in Physical Education at Victoria University and teaches and researches in physical education, motor learning, skill acquisition, and motor development.

Sharna Spittle

Sharna Spittle is Lecturer in Health and Physical Education at Victoria University and teaches and researches in physical education, motor development, and fundamental movement skills.