The Impact of Primary PE Specialist Teachers and Non Specialist PE Teachers Physical Literacy Journeys on High Quality Physical Education and their Pupils’ Physical Literacy.
Cardiff Metropolitan University
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Physical literacy is a current topic and has become a major focus within physical education (PE). The aim of the study was to identify where PE specialist primary school teachers and non specialist PE primary school teachers are on their physical literacy journey. Furthermore, to identify how this then impacts upon PE specialist primary school teachers and non specialist primary schools teachers’ perceptions of teaching PE. The rationale for the study is due to the influence that the teachers’ physical literacy journey has upon providing high quality physical education (HQPE) within primary PE. In addition the teachers’ role is crucial in developing pupils’ physical literacy, and their own physical literacy journey can impact upon this. However current research within this area is limited. Six primary school teachers participated within the study, including specialist PE teachers (n=3) and non specialist teachers (n=3). Semi structured interviews were conducted, and the tool of mapping the teachers physical literacy journeys was applied. An inductive thematic analysis was used, as a result three key themes emerged. This included the teachers’ physical literacy journeys, their previous experiences within sport and physical activity and the impact their physical literacy journeys have upon HQPE. The key findings from the study identified that each teachers’ physical literacy journey was unique, regardless of teacher specialism, and they perceived this to impact upon teaching of PE. In addition teachers’ perceived their physical literacy journey to have an impact upon their pupils’ physical literacy. Finally the teachers’ previous experiences within sport and physical activity had an impact upon teaching of PE. Practical implications suggest that teachers training should develop understanding of physical literacy journeys, and reflect upon this. Future research should consider the participation of teachers who do not take part in sport and physical activity.
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