Effects of an in-service training and support programme on teachers’ perceptions of physical education and their teaching effectiveness

Abstract

Although the health benefits of Physical Education (PE) are well-recognised, the subject faces several implementation challenges in South Africa, of which the lack of qualified PE teachers is one. Within the framework of the Self-determination Theory (SDT), in-service training can enhance PE teachers’ motivation and perceptions of PE, if the basic psychological needs of autonomy, competence and relatedness are addressed. The purpose of this study was to determine the effect of an in-service training and support programme, based on the principles of the SDT, on teachers’ perceptions of PE and their teaching effectiveness. Based on qualitative methodology, eight purposively-chosen participants in a five-day PE teacher training course, followed by a fourmonth support programme, were individually interviewed. The findings showed that the participants felt that their knowledge and understanding of PE had been enhanced and that they were more efficient in applying different organisational, assessment and teaching strategies in the PE class, even in the face of challenges like large classes, limited time and a lack of equipment. The activity ideas and the support provided by co-participants and instructors, were highlighted as positive influences. It was concluded that PE in-service training and support programmes which address the basic psychological needs of the participants within the SDT framework, can have a positive effect on teachers’ perceptions of PE and on their teaching effectiveness, thereby contributing to the enhancement of PE in South Africa.