Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K-12 Physical Educators?

Area of Science:

• Education
• Public Health
• Sports Science

Background:

• Physical Education Teacher Education (PETE) programs shape future educators' practices.
• Integrating comprehensive school physical activity programs (CSPAPs) expands the physical educator's role.
• Occupational socialization and diffusion of innovations theories guide understanding of practice change.

Purpose of the Study:

• To examine how university training in PETE influences graduates' adoption of expanded physical activity programming.
• To assess the transfer of knowledge and skills related to CSPAPs from PETE to K-12 teaching practices.

Main Methods:

• An electronic questionnaire surveyed 335 PETE graduates (2000-2019).
• 67 graduate questionnaires analyzed perceptions of CSPAP and recalled PETE content.
• 13 participants underwent school visits and interviews for fidelity checks.

Main Results:

• All surveyed graduates incorporated some form of expanded physical activity programming.
• Positive correlations found between perceived CSPAP innovation, graduation year, and recalled PETE content.
• Higher levels of CSPAP implementation were associated with earlier exposure during PETE.

Conclusions:

• Professional socialization within PETE programs can positively influence graduates' teaching practices.
• Favorable perceptions of CSPAP as an innovation encourage adoption.
• PETE programs should emphasize 'triability' and 'starting small' to promote expanded PA programming.