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

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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.

Résumé

Afin de préserver la santé et le bien-être physiques des enfants dans les programmes d’éducation de la petite enfance, il est important de comprendre comment les pratiques des enseignants soucieux d’activité physique et de nutrition peuvent être abordées de façon efficace. Il est possible d’affirmer qu’à l’heure actuelle les jeunes enfants ont des occasions de plus en plus limitées d’avoir des activités physiques pendant la petite enfance. Cette étude a évalué comment les connaissances et les compétences des enseignants ont changé à la faveur d’un programme d’intervention de 10 semaines en activité physique («Jumping Beans», haricots sauteurs) et de leur participation à un programme de développement professionnel sur le sujet. Les enseignants participants de quatre centres ont été interviewés avant et après cette intervention. Dans l’ensemble, les données qualitatives et quantitatives provenant des données des entretiens avec les enseignants sont très positives à la suite de leur participation. Toutefois, il faut envisager des compléments de recherche sur la façon dont les compétences des enseignants pourraient être renforcées pour leur permettre d’enseigner intentionnellement et avec confiance dans les domaines du curriculum relatifs à la santé physique et au savoir-faire physique.

Resumen

Para apoyar la salud física y el bienestar de los niños en los programas de enseñanza preescolar (EPE), es importante comprender la manera eficaz de abordar las prácticas docentes relacionadas con la actividad física y la alimentación. Las pruebas disponibles actualmente apuntan a una creciente limitación de las oportunidades para actividad física de los niños pequeños en la primera infancia. Este estudio evaluó el cambio de los conocimientos y destrezas del docente como resultado de la ejecución de un programa de intervención de 10 semanas de actividad física (Jumping Beans) y de la participación en un programa de desarrollo profesional asociado. Los docentes participantes en cuatro centros fueron entrevistados antes y después de la intervención. En general, los datos cualitativos y cuantitativos de las entrevistas con los docentes fueron muy positivos como resultado de su participación. No obstante, se considera necesario investigar más la forma de mejorar las destrezas del docente para enseñar, intencionalmente, con confianza en los temas del programa relacionados con la salud y la educación físicas.

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Acknowledgements

Funding was provided by Massey University Research Fund (Grant No. 1000017892) and BestStart Educare.

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Authors and Affiliations

  1. Faculty of Education, University of Waikato, Private Bag 3105, Gate 5 Hillcrest Road, Hamilton, 3240, New Zealand

    Claire McLachlan

  2. Institute of Education, Cnr Collinson Rd and Albany Drive, Massey University Manawatū (Turitea), Palmerston North, 4474, New Zealand

    Jessica Smith & Tara McLaughlin

  3. College of Health, Massey University Auckland (Oteha Rohe), Albany Highway, Albany, 0632, New Zealand

    Ajmol Ali, Cathryn Conlon & Owen Mugridge

  4. Jumping Beans International, 9 Agathis Avenue, Mairangi Bay, Auckland, 0630, New Zealand

    Sophie Foster

Authors
  1. Claire McLachlan
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  2. Jessica Smith
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  3. Tara McLaughlin
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  4. Ajmol Ali
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  5. Cathryn Conlon
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  6. Owen Mugridge
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  7. Sophie Foster
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Correspondence to Claire McLachlan.

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McLachlan, C., Smith, J., McLaughlin, T. et al. Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study. IJEC 49, 211–228 (2017). https://doi.org/10.1007/s13158-017-0190-8

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  • DOI: https://doi.org/10.1007/s13158-017-0190-8

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