Physical Activity : Values and Beliefs of Preservice Early Childhood Teachers

Abstract

The current study examines the beliefs and values of preservice early childhood teachers with regard to physical activity opportunities in the school environment, such as physical education, recess, classroom movement, and their sense of efficiacy. Seventy-two females participated in the study ranging in age from 20-29. The participants completed a demographic questionnaire, the Teachers' Sense of Efficacy Scale-long form (Tschannen-Moran & Woolfolk Hoy, 2001) and a modified version of the Elementary Physical Education Values and Purposes Scale (Xiang, Lowy & McBride, 2002). The study found the questions pertaining to taking away physical activity as a form of punishment in the modified version of the Elementary Physical Education Values and Purpose Scale were not statistically reliable with a Cronbach's alpha coefficient of internal consistency of -.14; therefore further analysis could not be completed. However, the study found that preservice teachers who have a higher sense of efficacy including efficacy in Student Engagement, Instructional Strategies, and Classroom Management believe and value physical activity as important in the school environment (r= .67, p<.01). Teachers can provide many physical activity opportunities in the school environment, and these should not be limited to the required physical education programs. Teacher can integrate physical activity through songs, games, outdoor learning, dance, interactive learning centers, and free play. Through physical activity opportunities in the school environment, children are able to concentrate better during academic learning and continue to implement a healthy lifestyle for the future.