Abstract

Research has highlighted the significance of how subject-specific training students receive during their degree programme (Freak & Miller, 2017; Morgan & Hansen, 2008), coupled with negative experiences of physical education (PE) throughout schooling impacts their confidence and competence for teaching PE (Elliot et al., 2011). Although primary Initial Teacher Training (ITT) courses provide theoretical and practical opportunities for students to learn general and subject-specific aspects of teaching within the university, student experiences vary widely on placement (Randall, 2023). The aim of this pilot study was to purposefully create supportive approaches to develop University of Sunderland ITT primary students’ confidence for delivering PE as Qualified Teachers. 13 students across three year groups of the Undergraduate Primary degree programme participated in three focus groups. Each audio recorded focus group was conducted utilising a hybrid format and had a duration of up to 60 minutes. Open-ended questions explored the participants’ PE experiences in childhood, university, on placement, and of additional opportunities working with children. They were also queried for challenges they have faced when engaging with or teaching PE, and their strategies to overcome these. Using the phases of Occupational Socialisation Theory, the audio recording transcripts were thematically analysed to identify the influences, beliefs and PE-specific knowledge of the student teachers and gain an understanding of the facilitators and barriers to teaching PE. The study employed a critical pedagogies perspective of supporting student voices and ownership to direct the research into ways to do this. Findings encompassed childhood, university and placement experiences along with barriers and facilitators in each of these stages of the participants’ lives. Key findings suggested that participants had positive experiences of primary PE in their childhood’s but engagement and attendance in practical lessons at university were typically low particularly in year 1 and 2. On placement, teaching PE was often limited due to delivery being outsourced to external coaches. Alternatively those students who had to teach PE relied heavily on PE teaching schemes especially if the student did not have a strong sport/PE background. To help overcome the barriers students and lecturers co-constructed facilitating strategies to reinforce a shared philosophy between the university and placement school of the high priority of PE, underpinned by more PE provision across the degree programme. Course content modifications identified widening appeal by broadening the physical activities and sports curriculum, training towards recognised awards and linking assignment(s) to PE.