Perceptions of Professional Competences in Physical Education Teacher Education (PETE)
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.3. Variables
2.4. Process
2.5. Data Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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% Gender | % Degree | ||||
---|---|---|---|---|---|
N | Male | Female | PEF | PASS | |
Students | 1243 | 56.5% | 43.5% | 68.0% | 32.0% |
Tutors | 345 | 56.8% | 43.2% | 60.4% | 39.6% |
Graduates | 487 | 58.9% | 41.1% | 39.0% | 61.0% |
Competences | Spec. | Gen. | |||
---|---|---|---|---|---|
A | B | C | D | ||
1 | Design, apply, and analyze didactic interventions in the discipline of PE | * | |||
2 | Develop and implement PE programs that facilitate the effective participation of students with special educational needs | * | |||
3 | Design, develop, and evaluate teaching–learning processes related to physical activity and sport with attention to the individual and the contextual characteristics of participants | * | |||
4 | Understand and promote the different motor manifestations that are part of your traditional culture | * | * | ||
5 | Understand psychomotor development and its evolutionary maturation | * | |||
6 | Understand physical capacities and the factors that determine their evolution and know how to apply their specific technical foundations | * | * | ||
7 | Understand the biological and physiological fundamentals of the human body in relation to physical activity | * | |||
8 | Understand the elements and foundations of bodily expression and nonverbal communication and their formative and cultural value | * | |||
9 | Understand the basics of introducing school sports and design specific tasks to be used in the field of education | * | * | ||
10 | Have strategies for applying the elements of health regarding hygiene and nutrition in educational practice | * | |||
11 | Deliver teaching strategies that promote the acquisition of regular physical activity habits | * | |||
12 | Know how to use games as a teaching resource and as teaching content | * | |||
13 | Know how to apply the fundamentals (techniques) of physical activities within the natural environment | * | |||
14 | Know how to use assessment instruments in the discipline of PE | * | |||
15 | Promote complementary activities related to physical activity and sports inside and outside the educational arena | * | * | ||
16 | Respond to issues of diversity in PE practices | * | * | ||
17 | Be able to reflect on teaching and learning process, different organizational types, and different methodologies within PE classes | * | * | ||
18 | Understand the corporal and motor skill educational processes | * | |||
19 | Design, modify, and/or adapt to the educational context of motor situations oriented to the development and improvement of motor skills | * | |||
20 | Design, develop, and evaluate teaching–learning processes related to motor skills, with attention to the individual and the contextual characteristics of participants | * | |||
21 | Analyze and communicate, in a critical and substantiated way, the value of physical activity and sport and their contribution to the development and well-being of individuals | * | * | ||
22 | Identify and prevent the health risks that derive from the practice of inappropriate physical activities | * | * |
V | ANOVA | Comparison between Groups_Bonferroni | 95% Confidence Interval | |||||||
---|---|---|---|---|---|---|---|---|---|---|
Quadratic Means | F | Sig. | Difference in Means | Standard Deviation | Sig. | Lower Limit | Upper Limit | |||
1 | 105.626 | 121.734 | 0.000 | Student | Graduate | −0.236 * | 0.05 | 0.000 | −0.35 | −0.12 |
Tutor | 0.784 * | 0.059 | 0.000 | 0.64 | 0.93 | |||||
Graduate | Tutor | 1.019 * | 0.067 | 0.000 | 0.86 | 1.18 | ||||
2 | 85.064 | 83.761 | 0.000 | Student | Graduate | −0.09 | 0.054 | 0.280 | −0.22 | 0.04 |
Tutor | 0.769 * | 0.064 | 0.000 | 0.62 | 0.92 | |||||
Graduate | Tutor | 0.859 * | 0.073 | 0.000 | 0.68 | 1.03 | ||||
3 | 81.077 | 90.295 | 0.000 | Student | Graduate | −0.182 * | 0.051 | 0.001 | −0.3 | −0.06 |
Tutor | 0.702 * | 0.06 | 0.000 | 0.56 | 0.85 | |||||
Graduate | Tutor | 0.884 * | 0.069 | 0.000 | 0.72 | 1.05 | ||||
4 | 126.976 | 140.761 | 0.000 | Student | Graduate | −0.134 * | 0.051 | 0.026 | −0.26 | −0.01 |
Tutor | 0.928 * | 0.06 | 0.000 | 0.78 | 1.07 | |||||
Graduate | Tutor | 1.061 * | 0.069 | 0.000 | 0.9 | 1.23 | ||||
5 | 134.651 | 146.022 | 0.000 | Student | Graduate | −0.159 * | 0.051 | 0.006 | −0.28 | −0.04 |
Tutor | 0.939 * | 0.06 | 0.000 | 0.79 | 1.08 | |||||
Graduate | Tutor | 1.098 * | 0.069 | 0.000 | 0.93 | 1.26 | ||||
6 | 178.128 | 206.673 | 0.000 | Student | Graduate | −0.276 * | 0.05 | 0.000 | −0.39 | −0.16 |
Tutor | 1.033 * | 0.059 | 0.000 | 0.89 | 1.17 | |||||
Graduate | Tutor | 1.309 * | 0.067 | 0.000 | 1.15 | 1.47 | ||||
7 | 269.463 | 276.489 | 0.000 | Student | Graduate | −0.267 * | 0.053 | 0.000 | −0.39 | −0.14 |
Tutor | 1.309 * | 0.062 | 0.000 | 1.16 | 1.46 | |||||
Graduate | Tutor | 1.577 * | 0.071 | 0.000 | 1.41 | 1.75 | ||||
8 | 143.014 | 142.084 | 0.000 | Student | Graduate | −0.143 * | 0.054 | 0.023 | −0.27 | −0.01 |
Tutor | 0.979 * | 0.063 | 0.000 | 0.83 | 1.13 | |||||
Graduate | Tutor | 1.122 * | 0.072 | 0.000 | 0.95 | 1.3 | ||||
9 | 196.254 | 201.49 | 0.000 | Student | Graduate | −0.170 * | 0.053 | 0.004 | −0.3 | −0.04 |
Tutor | 1.151 * | 0.062 | 0.000 | 1 | 1.3 | |||||
Graduate | Tutor | 1.322 * | 0.071 | 0.000 | 1.15 | 1.49 | ||||
10 | 143.777 | 133.896 | 0.000 | Student | Graduate | −0.239 * | 0.055 | 0.000 | −0.37 | −0.11 |
Tutor | 0.935 * | 0.065 | 0.000 | 0.78 | 1.09 | |||||
Graduate | Tutor | 1.174 * | 0.075 | 0.000 | 0.99 | 1.35 | ||||
11 | 129.809 | 136.101 | 0.000 | Student | Graduate | −0.08 | 0.052 | 0.377 | −0.2 | 0.05 |
Tutor | 0.962 * | 0.062 | 0.000 | 0.81 | 1.11 | |||||
Graduate | Tutor | 1.042 * | 0.071 | 0.000 | 0.87 | 1.21 | ||||
12 | 87.036 | 102.289 | 0.000 | Student | Graduate | −0.165 * | 0.049 | 0.002 | −0.28 | −0.05 |
Tutor | 0.729 * | 0.057 | 0.000 | 0.59 | 0.87 | |||||
Graduate | Tutor | 0.895 * | 0.066 | 0.000 | 0.74 | 1.05 | ||||
13 | 314.489 | 316.532 | 0.000 | Student | Graduate | −0.202 * | 0.053 | 0.000 | −0.33 | −0.07 |
Tutor | 1.463 * | 0.063 | 0.000 | 1.31 | 1.61 | |||||
Graduate | Tutor | 1.665 * | 0.072 | 0.000 | 1.49 | 1.84 | ||||
14 | 146.499 | 127.114 | 0.000 | Student | Graduate | −0.088 | 0.057 | 0.383 | −0.23 | 0.05 |
Tutor | 1.025 * | 0.068 | 0.000 | 0.86 | 1.19 | |||||
Graduate | Tutor | 1.113 * | 0.078 | 0.000 | 0.93 | 1.3 | ||||
15 | 140.499 | 141.493 | 0.000 | Student | Graduate | −0.150 * | 0.053 | 0.015 | −0.28 | −0.02 |
Tutor | 0.973 * | 0.063 | 0.000 | 0.82 | 1.12 | |||||
Graduate | Tutor | 1.123 * | 0.072 | 0.000 | 0.95 | 1.3 | ||||
16 | 109.905 | 102.538 | 0.000 | Student | Graduate | −0.087 | 0.055 | 0.345 | −0.22 | 0.05 |
Tutor | 0.878 * | 0.065 | 0.000 | 0.72 | 1.03 | |||||
Graduate | Tutor | 0.966 * | 0.075 | 0.000 | 0.79 | 1.15 | ||||
17 | 98.623 | 95.998 | 0.000 | Student | Graduate | −0.229 * | 0.054 | 0.000 | −0.36 | −0.1 |
Tutor | 0.755 * | 0.064 | 0.000 | 0.6 | 0.91 | |||||
Graduate | Tutor | 0.983 * | 0.073 | 0.000 | 0.81 | 1.16 | ||||
18 | 106.916 | 122.877 | 0.000 | Student | Graduate | −0.142 * | 0.05 | 0.013 | −0.26 | −0.02 |
Tutor | 0.838 * | 0.059 | 0.000 | 0.7 | 0.98 | |||||
Graduate | Tutor | 0.980 * | 0.067 | 0.000 | 0.82 | 1.14 | ||||
19 | 92.326 | 107.409 | 0.000 | Student | Graduate | −0.169 * | 0.05 | 0.002 | −0.29 | −0.05 |
Tutor | 0.762 * | 0.059 | 0.000 | 0.62 | 0.9 | |||||
Graduate | Tutor | 0.931 * | 0.067 | 0.000 | 0.77 | 1.09 | ||||
20 | 73.19 | 82.101 | 0.000 | Student | Graduate | −0.091 | 0.051 | 0.214 | −0.21 | 0.03 |
Tutor | 0.707 * | 0.06 | 0.000 | 0.56 | 0.85 | |||||
Graduate | Tutor | 0.799 * | 0.068 | 0.000 | 0.64 | 0.96 | ||||
21 | 132.675 | 154.157 | 0.000 | Student | Graduate | −0.367 * | 0.05 | 0.000 | −0.49 | −0.25 |
Tutor | 0.792 * | 0.058 | 0.000 | 0.65 | 0.93 | |||||
Graduate | Tutor | 1.159 * | 0.067 | 0.000 | 1 | 1.32 | ||||
22 | 186.372 | 188.2 | 0.000 | Student | Graduate | −0.316 * | 0.053 | 0.000 | −0.44 | −0.19 |
Tutor | 1.033 * | 0.063 | 0.000 | 0.88 | 1.18 | |||||
Graduate | Tutor | 1.349 * | 0.072 | 0.000 | 1.18 | 1.52 |
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Asún, S.; Chivite, M.T.; Romero, M.R. Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability 2020, 12, 3812. https://doi.org/10.3390/su12093812
Asún S, Chivite MT, Romero MR. Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability. 2020; 12(9):3812. https://doi.org/10.3390/su12093812
Chicago/Turabian StyleAsún, Sonia, Miguel Tomás Chivite, and Mᵃ Rosario Romero. 2020. "Perceptions of Professional Competences in Physical Education Teacher Education (PETE)" Sustainability 12, no. 9: 3812. https://doi.org/10.3390/su12093812