A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools

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dc.contributor.authorWright, Chris
dc.contributor.authorBuxcey, John
dc.contributor.authorGibbons, Sandy
dc.contributor.authorCairney, John
dc.contributor.authorBarrette, Michelle
dc.contributor.authorNaylor, Patti-Jean
dc.date.accessioned2020-07-14T19:10:48Z
dc.date.available2020-07-14T19:10:48Z
dc.date.copyright2020en_US
dc.date.issued2020
dc.description.abstractA gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (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 measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 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 < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three 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 < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.en_US
dc.description.reviewstatusRevieweden_US
dc.description.scholarlevelFacultyen_US
dc.description.sponsorshipThe intervention delivery and evaluation was funded by the Island Health Wellness Grant; Fostering Resilience through Physical Literacy project and some funding for research assistant support was provided by the Sooke School District 62.en_US
dc.identifier.citationWright, C., Buxcey, J., Gibbons, S., Cairney, J., Barrette, M., & Naylor, P. (2020). A pragmatic feasibility trial examining the effect of job embedded professional development on teachers’ capacity to provide physical literacy enriched physical education in elementary schools. International Journal of Environmental Research and Public Health, 17(12). https://doi.org/10.3390/ijerph17124386en_US
dc.identifier.urihttps://doi.org/10.3390/ijerph17124386
dc.identifier.urihttp://hdl.handle.net/1828/11932
dc.language.isoenen_US
dc.publisherInternation Journal of Environmental Research and Public Healthen_US
dc.subjectphysical literacy
dc.subjectphysical education
dc.subjectprofessional development
dc.subjectphysical activity
dc.subjectin-service teacher training
dc.subjectchildren
dc.subjectelementary school
dc.subjectteachers
dc.subject.departmentSchool of Exercise Science, Physical and Health Education
dc.titleA Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schoolsen_US
dc.typeArticleen_US

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