1 2 3 4 5 6 7
11. Correctly explain technique
cues for skills to your students 1 2 3 4 5 6 7
12. Talk with students in ways that allows them to feel that you care
1 2 3 4 5 6 7
13. Appropriately describe ways in which your students can improve their performance
1 2 3 4 5 6 7
14. Organize quick transitions
from one activity to another 1 2 3 4 5 6 7
15. Organize actives in class so that your students frequently feel successful
1 2 3 4 5 6 7
16. Motivate your students to
attempt new skills 1 2 3 4 5 6 7
Reproduced with permission of the authors (M. Chase as corresponding author – personal communication December 26, 2017)
Following the same rating as the previous questions, please rate your confidence in your teaching ability for each of the items below.
No confidence at all Moderately confident Extremely confident
17. Keep your students engaged in moderate-to vigorous-
intensity (heart pumping) physical activity for the majority of your PE class
1 2 3 4 5 6 7
18. Teach unique skills, such as
dance, yoga, and pilates 1 2 3 4 5 6 7
19. Incorporate fitness skills (i.e., speed, agility, balance, power, coordination, reaction time) during your PE class
1 2 3 4 5 6 7
20. Demonstrate fitness skills to your students so they can learn through role modeling
1 2 3 4 5 6 7
21. Adapt your PE class for students with physical or intellectual disabilities
TEACHING PHYSICAL EDUCATION
Appendix H
Thank you for completing this survey. Please press submit.
Think about your past experiences teaching physical education. On a scale from 1-6, 1 = no barrier, does not inhibit, and 6 = major barrier, strongly inhibits, indicate the strength of each barrier on your ability to instruct physical education.
No barrier, does not inhibit Major barrier, strongly inhibits Lack of time/crowded curriculum 1 2 3 4 5 6 Gym is overbooked 1 2 3 4 5 6
Inadequate facilities and
equipment 1 2 3 4 5 6
Lack required physical fitness 1 2 3 4 5 6
Lack of adequate training 1 2 3 4 5 6
Low levels of teaching
confidence 1 2 3 4 5 6
Poor personal experiences in
PE 1 2 3 4 5 6
Low levels of personal
interest/enthusiasm in PE 1 2 3 4 5 6
Class size is too big 1 2 3 4 5 6
No support from other
teachers or principal 1 2 3 4 5 6
No support from PE
TEACHING PHYSICAL EDUCATION
Appendix I
Exploring the Physical Education-Related Needs and Self-Efficacy of Elementary School Teachers
Investigators:
Stephanie Truelove, Faculty of Health Sciences, University of Western Ontario Dr. Trish Tucker, Faculty of Health Sciences, University of Western Ontario Dr. Andrew Johnson, Faculty of Health Sciences, University of Western Ontario Dr. Shauna Burke, Faculty of Health Sciences, University of Western Ontario
Letter of Information Invitation to participate:
Physical education class provides an ideal environment for students to be physically active; however, the instruction of physical education varies between individual teachers across the country. As such, these interviews aim to assess teachers’ self- efficacy to teach physical education, and self-identified challenges and necessary supports for teaching physical education at the elementary school level. You are being invited to participate because you are an elementary school teacher in Canada who has indicated an interest in participating.
Purpose of this letter:
The purpose of this letter is to provide you with the information needed to make an informed decision regarding your participation in the present study.
Purpose of this study:
The purpose of this study is to assess elementary school teachers’ self-efficacy to instruct physical education, and self-identified challenges and necessary supports for teaching physical education at the elementary school level.
Inclusion criteria:
Elementary school teachers (full or part-time/long-term occasional) across Canada, who teach at least one period of physical education, speak English, and agree to be audio- recorded, are eligible to participate.
Exclusion criteria:
Teachers who: are not full or part-time at the elementary school level (supply or occasional teachers), do not teach at least one period of physical education, do not speak English, and do not live Canada will be ineligible to participate in this study. Study procedures:
If you agree to participate in this study, you may be asked to complete a 30 minute phone interview regarding challenges and supports to teaching physical education. The interview will be recorded; however, all data will be presented in aggregate form and your name will not be used in any subsequent publications.
TEACHING PHYSICAL EDUCATION Possible risks and harms:
There are no known risks or discomforts associated with participating in this study. Possible benefits:
You may not directly benefit from participating in this study; however, by participating, you will provide researchers with valuable information about self-efficacy levels of elementary school teachers to instruct physical education, and future
supports/resources to improve self-efficacy teaching physical education class. Compensation:
After completing the interview, you will receive a $25 Chapters gift card by email, as appreciation for your time.
Voluntary participation:
Participation in this study is voluntary. You are not required to answer the questions and you may pass on any question that makes you feel uncomfortable. At any time, you may notify the researcher that you would like to stop the interview and your participation in the study. There is no penalty for discontinuing participation. If you decide to withdraw from the study, you have the right to request withdrawal of information collected about you. If you wish to have your information removed please let the researcher know. Confidentiality:
The information collected will be used for research purposes only, and neither your name nor any personally identifiable information will be revealed. All information collected for this study will be kept confidential. Only the investigators of this study, as well as a professional transcriptionist will have access to the data collected.
Representatives of The University of Western Ontario Non-Medical Research Ethics Board may require access to your study-related records to monitor the conduct of the research. All electronic files will be saved on password-protected computers. Data will be saved for 7 years before it is properly destroyed.
Contacts for further information:
If you have any questions about the conduct of this study or your rights as a research participant you may contact the Office of Human Research Ethics at the University of Western Ontario (519) 661-3036, email: [email protected]. If you have any questions about this study, please contact Stephanie Truelove (519) 661-2111, ext. 88938, email: [email protected], or Dr. Trish Tucker, (519) 661-2111, ext. 88977, email:
[email protected]. Consent:
Verbal consent will be acquired on audio-recording at the time of the interview
Appendix J
TEACHING PHYSICAL EDUCATION
Exploring the Physical Education-Related Needs and Self-Efficacy of Elementary School Teachers
Investigators:
Stephanie Truelove, Faculty of Health Sciences, University of Western Ontario Dr. Trish Tucker, Faculty of Health Sciences, University of Western Ontario Dr. Andrew Johnson, Faculty of Health Sciences, University of Western Ontario Dr. Shauna Burke, Faculty of Health Sciences, University of Western Ontario
Verbal Script for Consent Name: __________________
Date of interview: _______________
Do you confirm that you have read the Letter of Information and have had all questions answered to your satisfaction?
YES NO
Do you agree to participate in this research? YES NO
**Do you agree to be audio-recorded? YES NO
Do you consent to the use of unidentified quotes obtained during the study in the dissemination of this research?
YES NO
**If a participant does not agree to be audio recorded, then they will be read:
Thank you for your interest in participating in a follow-up interview; however, in order to be eligible for the study we need to be able to record the interview to analyze your responses. Thank you for your time.”
Appendix K
TEACHING PHYSICAL EDUCATION
Exploring the Physical Education-Related Needs and Self-Efficacy of Elementary School Teachers
Semi-Structured Interview Protocol
Interviewer:
Hi ___________, I appreciate you taking the time to speak with me today. My name is Stephanie Truelove, and as mentioned in the Letter of Information, I am a PhD student at The University of Western Ontario. I’m collecting information concerning elementary school teachers’ confidence instructing physical education, as well as potential barriers and facilitators to teaching physical education.
I would like to tape record what you have to say so I don’t miss any of your thoughts. These records will more accurately represent this conversation and help me to authentically interpret your words. Before we start, I want to assure you that as a participant you have some rights. First, your participation in the interview is completely voluntary. You may refuse to answer any question that makes you uncomfortable, or you may withdraw from the interview at any time without consequence. Based upon your answers this interview will likely take between 30 and 40 minutes to complete. I also want you to know that the interview results will be strictly confidential. The audio recording will be transcribed by a professional transcriptionist, and your name will not appear anywhere in the transcript, nor in any publications that result from this work. Excerpts of the interview may be published or made public, but your name or any other identifying details will not be revealed. The only people who will have access to the complete tape and transcript will be the research team and a transcriptionist. Before we begin the interview, I need to ask you a few questions to document your consent to participate in the study.
1) Do you confirm that you have read the Letter of Information and have had all