Abstract des Autors

Purpose: As the scope of motor development and learning knowledge has successfully broadened over the years, there is an increased need to identify the content and learning experiences that are essential in preparing preservice physical educators. The purpose of this study was to generate expert consensus regarding the most critical motor development and learning competencies that prospective physical educators need to learn within the physical education teacher education (PETE) curriculum and to identify learning environments and instructional methods for delivering core knowledge. Method: The study employed a 2-round, modified Delphi procedure involving the repeated circulation of a questionnaire to a panel of motor development specialists, motor learning specialists, teacher educators, and K-12 physical education teachers. Panel members rated an initial list of theoretical and applied motor development and learning competencies derived from various curricular guidelines and textbook sources. An open-response question was incorporated into the 2nd round asking panel members to recommend specific instructional methods and settings for delivering core motor development and learning content to prospective physical educators within the PETE curriculum. Results: Expert consensus determined that 64 out of the initial 159 motor development and learning competencies were critical in preparing preservice physical educators. Early field experiences and peer practice in a variety of settings were recommended by panelists for delivering the identified competencies. Conclusions: The Discussion section represents an important link between the motor development and learning body of knowledge and physical education teachers' role in promoting skillful movement, physical activity, and fitness among youth in the school setting. Verf.-Referat