Study on PE Teachers’ Perception Regarding the Theoretical Component of the PE Lesson
DOI:
https://doi.org/10.18662/rrem/15.4/797Keywords:
knowledge-based approach, theoretical notions, physical education, teachers, education, pedagogyAbstract
The knowledge-based approach of the PE subject involves the achievement of a mix between a theoretical and a practical component. This approach aims to provide the student with the necessary theoretical notions for an in-depth understanding of the role that practical activity plays in maintaining health. In this way, PE becomes a meaningful school subject for the student. Aim: This paper aims at testing the following hypotheses, built on the conclusions of previous studies: (1) PE teachers consider the theoretical content as less important than the practical one; (2) teachers would rather not deal with the implementation of theoretical content. Method: A data collection tool was devised taking as reference a group of 210 PE teachers, selected by mixed randomization from 7 counties of Romania. The obtained data were then analysed using the statistical programming language R (see 4.1.3). Results and discussions: Teachers value practical content more (4.948) than theoretical content (4.082). And we find this difference even after analysing the data according to the seniority of the teachers within the department. The lowest value is recorded when teachers were asked for their opinion related to the necessity of a PE textbook (3.063). Conclusions and future implications: The two components (theoretical and practical) are not equally appreciated by specialized teachers. This fact highlights the need to emphasise the role of theoretical knowledge within the PE lesson in the training of future teachers.
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