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ERIC Number: ED554950
Record Type: Non-Journal
Publication Date: 2012
Pages: 103
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-6247-3
ISSN: N/A
Physical Education Teacher Educator's Attitudes toward and Understanding of Online Physical Education
Daum, David Newman
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign
K-12 online physical education (OLPE) is as an educational opportunity in at least 22 states in the US (NASPE, 2006; 2010). Clearly, teachers play important roles in these online educational experiences, so gaining a better understanding of these teachers is critical. The purpose of this study was to examine physical education teacher educators' attitudes toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986), which is comprised of the interaction between behavior, personal factors, and environmental factors served as the theoretical framework for this study. Data were collected utilizing semi-structured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting a bachelor's degree in physical education certification. Participants were randomly selected using a stratified sampling technique based on the Carnegie classification of their universities. Data were analyzed using the constant comparative method as well as inductive and deductive analysis. Deductive analysis was viewed through the lens of the Social Cognitive Theory. Results of this study indicate that PETE faculty are aware that online education is available K-12; however, they are generally not cognizant of K-12 OLPE. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their belief that OLPE should not be available to elementary-aged children, but is a viable option at the high school level. This study provided initial insight into PETE faculty members' knowledge about and perceptions of K-12 OLPE, however additional research is warranted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A