Motor learning processes as domain-specific resources for professional learning in Physical Education Teacher Education

INTRODUCTION: Recent efforts in developing the quality of teacher education raise the question how further potentials within domain-specific structures of study programmes can be made accessible (BMBF, 2013). The presented... [ view full abstract ]

INTRODUCTION: Recent efforts in developing the quality of teacher education raise the question how further potentials within domain-specific structures of study programmes can be made accessible (BMBF, 2013). The presented study focuses on university-based practical courses and motor learning processes of students as an important component of Physical Education Teacher Education (PETE). To reflect upon possible improvements in PETE didactics, it seems essential first to empirically investigate the assumed potential. The research question therefore aims at students’ experiences and behavioural patterns in the context of a specific, self-set motor learning task.

METHOD: Students of six parallel seminar groups focusing on gymnastics were asked to choose one skill on the floor as well as one on another apparatus. At the beginning the state of the skill was videotaped. Subsequently the students chose self-set learning objectives, planned their personal training comprising at least three training sessions and carried it out. Finally, the new level of skill was videotaped. The training process was reflected upon in a learning diary. The data base of N = 110 written documents has been catalogued according to the criteria (among others) chosen skills, number and duration of training sessions and level of skill (pre/post). In the light of the research question, the documents are analysed using the qualitative content analysis with a combination of a theory-based deductive and data-based inductive approach.

RESULTS & CONCLUSION: The results are expected to give a differentiated insight into students’ experiences evoked by a skill-oriented motor learning process. The relevance for a domain-specific enhancement of quality in PETE is discussed in the context of embodied learning (Stolz, 2015).

REFERENCES

BMBF (2013). Bund-Länder-Vereinbarung über ein gemeinsames Programm "Qualitätsoffensive Lehrerbildung“. www.gwk-bonn.de/fileadmin/Redaktion/Dokumente/Papers/Bund-Laender-Vereinbarung-Qualitaetsoffensive-Lehrerbildung.pdf (17.8.2017).

Stolz, S. A. (2015). Embodied Learning. Educational Philosophy and Theory, 47 (5), 474-487.