Changes in clinical students' perceptions of developmental physical education and effective teaching

Abstract

Male and female (N = 51) college students in a physical education teacher preparation program completed a questionnaire to record their perceptions of developmental physical education and effective teaching methods before and after a 20 hour clinical experience. Subjects were in either their first 20 h ~ u rc linical experience (Group A) or their second 20 hour clinical experience (Group B). The questionnaire contained 25 multiple choice questions about developmental physical education and effective teaching methods. The remaining 11 questions determined background information about where the subjects perceived they gained the knowledge to answer the questions and a description of their elementary, middle, and high school physical education experiences. An ANOVA determined that there was no significant change (p > .05) in the subjects' perceptions from the beginning of the clinical experience to the end. Thirty-nine percent of the subjects attributed their influence in answering the effective teaching and developmental questions as being the university professors and another 27% attributed influences as coming from cooperating teachers. Further investigation of the changes in the subjects' perceptions is warranted. A more extensive questionnaire and qualitative analysis would help to obtain this information.