Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study

Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum:... In order to support children’s physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children’s opportunities for physical activity in early childhood are increasingly limited. This study assessed how teachers’ knowledge and skills changed as the result of the implementation of a 10-week physical activity intervention programme (Jumping Beans) and participation in a related professional development programme. Participating teachers in four centres were interviewed before and after the intervention. Overall, qualitative and quantitative data from teacher interview data were highly positive, as a result of their participation. However, further research about how teachers’ skills can be enhanced to intentionally teach with confidence in curriculum domains related to physical health and physical literacy needs to be considered. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Early Childhood Springer Journals

Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study

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Publisher
Springer Netherlands
Copyright
Copyright © 2017 by Springer Science+Business Media B.V.
Subject
Education; Early Childhood Education; Education, general; International and Comparative Education
ISSN
0020-7187
eISSN
1878-4658
D.O.I.
10.1007/s13158-017-0190-8
Publisher site
See Article on Publisher Site

Abstract

In order to support children’s physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children’s opportunities for physical activity in early childhood are increasingly limited. This study assessed how teachers’ knowledge and skills changed as the result of the implementation of a 10-week physical activity intervention programme (Jumping Beans) and participation in a related professional development programme. Participating teachers in four centres were interviewed before and after the intervention. Overall, qualitative and quantitative data from teacher interview data were highly positive, as a result of their participation. However, further research about how teachers’ skills can be enhanced to intentionally teach with confidence in curriculum domains related to physical health and physical literacy needs to be considered.

Journal

International Journal of Early ChildhoodSpringer Journals

Published: Jun 21, 2017

References

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