Abstract

Physical education in New Zealand has been subject to a number of significant changes over the last decade. New school curriculum and senior school qualification requirements have necessitated changes to physical education/teacher education programmes (PETE). Inherent in this change has been the need to ensure that PETE's pedagogical work actually develops appropriate knowledge and facilitates graduating students' preparedness to teach. Reforms have seen the emergence of strong socio-cultural and socio-critical curriculum perspectives and corresponding developments in the utilisation of alternative pedagogies. However there appears to be little if any base-line data relating to the exercise sciences in PETE contexts. This study set out to determine the curriculum content of the exercise sciences in PETE contexts, what pedagogical models are being used and students' preparedness to teach the exercise sciences. Results from the research has identified broad content areas in the exercise sciences PETE curriculum, an absence of the utilisation of coherent and specific pedagogical models and that student's preparedness to teach is dependent on authentic learning contexts. As a result of these finding a series of recommendation are made and discussed. Verf.-Referat