https://orcid.org/0000-0003-3110-5940
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ABSTRACT
In this study we sought to answer the following regarding student learning: After bi-weekly implementation of nature-based physical activity (NBPA) in a Physical and Health Education Teacher Education (PHETE) course, did pre-service elementary teachers report a greater perceived competence and motivation to teach children NBPA? The term NBPA refers to physical activities that are done in natural areas, require little specialized equipment, can be done by most children, are cost-efficient, and can be used by teachers on a regular basis. As part of the NBPA experiences in PHETE, we employed focus groups for data collection. Applying self-determination theory as a lens, we found that, overall, participants reported feeling more competent and motivated to teach NBPA. Their motivation increased due to their experiences as learners and their ability to think as teachers. Future research could extend this study to explore if pre-service teachers incorporate NBPA during their teaching practicums after learning NBPA in their PHETE courses.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Jennifer Gruno
Jennifer Gruno is an Assistant Teaching Professor in the School of Exercise Science, Physical and Health Education at the University of Victoria, British Columbia. Her research interests include fostering meaningful connection to nature in Physical and Health Education, and pre-service and in-service teacher education.
Sandra Gibbons
Sandra Gibbons is a Professor in the School of Exercise Science, Physical and Health Education at the University of Victoria in Victoria, British Columbia. Her primary research interest and scholarly contributions focus on increasing meaningful participation of girls and young women in school Physical and Health Education programs.