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Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education

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dc.contributor.author Wright, Chris
dc.date.accessioned 2020-09-01T04:55:23Z
dc.date.available 2020-09-01T04:55:23Z
dc.date.copyright 2020 en_US
dc.date.issued 2020-08-31
dc.identifier.uri http://hdl.handle.net/1828/12076
dc.description.abstract A gap in physical literacy-oriented (PL) professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. Specifically, a job-embedded professional development (JEPD) approach has been found to be an effective strategy for improving teacher knowledge and confidence. We explored the feasibility of a novel JEPD program (10 weeks) and its impact on teachers’ capacity to deliver PL enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurement of teacher PL knowledge and confidence (pre) and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate impact on teacher capacity and practices. A pre-post comparison of student PL outcomes (motor skills using PLAY Basic) during the JEPD and teacher implementation phase explored the impact on student PL. 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25-44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p<.0001). Teachers were highly satisfied with the JEPD (X =4.67/5) and intended to change their practice (X =4.09/5). At 3 months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student focused discussions, introductory, transition and closing activities and more equipment adaptations. During JEPD, with the exception of throwing (p <.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walk backwards did not differ from usual practice (UP). During teacher implementation motor skill competence regressed; confounding factors such as seasonality could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL enhancing PE however, post JEPD teacher implementation and outcomes need further exploration. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject physical literacy en_US
dc.subject teachers en_US
dc.subject professional development en_US
dc.subject pragmatic en_US
dc.subject knowledge en_US
dc.subject confidence en_US
dc.subject physical education en_US
dc.subject schools en_US
dc.subject elementary en_US
dc.title Effect of job embedded professional development on teachers confidence and knowledge to deliver physical literacy enriched physical education en_US
dc.type Thesis en_US
dc.contributor.supervisor Naylor, Patti-Jean
dc.degree.department School of Exercise Science, Physical and Health Education en_US
dc.degree.level Master of Science M.Sc. en_US
dc.description.scholarlevel Graduate en_US


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