Effects of teachers' participation in continuing professional development on students' perceived physical literacy, motivation and enjoyment of physical activity

Effects of teachers' participation in continuing professional development on students' perceived physical literacy, motivation and enjoyment of physical activity

• Sum, Raymond K. W. The Chinese University of Hong Kong
• Wallhead, Tristan University of Wyoming
• Wang, Fong Jia Tamkang University
• Choi, Siu Ming The Chinese University of Hong Kong
• Li, Ming Hui The Chinese University of Hong Kong
• Liu, Yong The Chinese University of Hong Kong

Revista De Psicodidactica, 27(2), -, 2022

Elsevier

2022

• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利
    • GHA 教學目標、課程及評鑑

Continuing Professional Development Physical Literacy Motivation Enjoyment Physical Activity

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers' professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students' perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students' (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers' commitment to participation in professional development may have a sustained influence on student affective learning outcomes. Copyright © 2022 Elsevier.

• 英文

期刊論文

• 11361034

• 10.1016/j.psicoe.2022.05.003

https://bibliography.lib.eduhk.hk/tc/bibs/cc742b0c

2023-05-08