Abstract
This article comprises a think piece based upon a piece of undergraduate research that aimed to understand primary school teachers’ reflections on the physical education (PE) aspects of their Initial Teacher Education (ITE) in England and their perceived self-efficacy in the teaching of PE in primary schools.
Research consistently suggests that primary teachers do not have sufficient subject and pedagogical knowledge to teach primary PE and that often their experience is an ‘introduction’ to the subject rather than a deeper understanding of, and pedagogical content knowledge of PE. Contextually, following ten years of PE and sport premium funding, and the first of the five key indicators being ‘increased confidence, knowledge and skills of all staff in teaching PE and sport’ (Ofsted, 2024), this study was well placed to evaluate the potential impact on self-efficacy in primary school PE teaching.
A lack of subject and pedagogical knowledge has been highlighted as impactful upon perceived self-efficacy as a determiner of teacher behaviour (Schnitzius et al., 2021). Self-efficacy is defined by Bandura (1986) as beliefs about one’s capability to succeed within a particular performance domain; it underpins an individual's self belief and can influence motivation and actions.
Self-efficacy is impacted by personal experiences in physical exercise and sport (Simpson et al., 2011, p.3), lack of time for preparation of lessons and equipment (Duggan, 2022, pp.130-131), and lack of pedagogical and subject knowledge and competence in teaching primary PE (Harris et al., 2019, p.1). Lack of self-efficacy has been identified as a factor in burnout among PE teachers (Sas-Nowosielski and Kowalczyk, 2019, pp.186-7). Low self-efficacy can lead to avoidance behaviours and giving up quickly, whereas high self-efficacy is characterised by optimism, self belief and determination.
Self-efficacy is a dynamic construct and is shaped by one's context and experiences (Naidoo and Naidoo, 2023) according to Bandura's social learning theory (1986) these are: social persuasion, mastery experiences, vicarious experience, and emotional arousal.
Research consistently suggests that primary teachers do not have sufficient subject and pedagogical knowledge to teach primary PE and that often their experience is an ‘introduction’ to the subject rather than a deeper understanding of, and pedagogical content knowledge of PE. Contextually, following ten years of PE and sport premium funding, and the first of the five key indicators being ‘increased confidence, knowledge and skills of all staff in teaching PE and sport’ (Ofsted, 2024), this study was well placed to evaluate the potential impact on self-efficacy in primary school PE teaching.
A lack of subject and pedagogical knowledge has been highlighted as impactful upon perceived self-efficacy as a determiner of teacher behaviour (Schnitzius et al., 2021). Self-efficacy is defined by Bandura (1986) as beliefs about one’s capability to succeed within a particular performance domain; it underpins an individual's self belief and can influence motivation and actions.
Self-efficacy is impacted by personal experiences in physical exercise and sport (Simpson et al., 2011, p.3), lack of time for preparation of lessons and equipment (Duggan, 2022, pp.130-131), and lack of pedagogical and subject knowledge and competence in teaching primary PE (Harris et al., 2019, p.1). Lack of self-efficacy has been identified as a factor in burnout among PE teachers (Sas-Nowosielski and Kowalczyk, 2019, pp.186-7). Low self-efficacy can lead to avoidance behaviours and giving up quickly, whereas high self-efficacy is characterised by optimism, self belief and determination.
Self-efficacy is a dynamic construct and is shaped by one's context and experiences (Naidoo and Naidoo, 2023) according to Bandura's social learning theory (1986) these are: social persuasion, mastery experiences, vicarious experience, and emotional arousal.
| Original language | English |
|---|---|
| Pages (from-to) | 66-70 |
| Number of pages | 5 |
| Journal | Physical Education Matters |
| Volume | Summer |
| Issue number | 2024 |
| Publication status | Published - 29 Jun 2024 |
Bibliographical note
Tom Judd is an apprentice primary school teacher at a small Northampton primary school and is the PE lead for the school.Dom Murphy is a Senior Lecturer in Education at the University of Northampton.
Emma Whewell is Deputy Head of Sport and Exercise and an Associate Professor of learning and teaching at the University of Northampton.
Keywords
- Self Efficacy
- Physical Education
- Primary education
- Confidence
