Teachers' and Student Teachers' Perceptions on the Importance of Courses and Competencies in Physical Education Teacher Education Program

Abstract

Three decades ago some researchers in sport pedagogy stressed that learning experiences in teacher education programs must develop the competencies needed to solve the problems teachers are confronted in performing their professional duties (Conant. 1963; Engleman, 1963). Roundy (1967) indicated that it was necessary to identify those competencies to meet the demands of time. Throughout the past three decades physical education has undergone a dramatic expansion of knowledge. Accordingly, more specific fields such as biomechanics, sport psychology, exercies physiology, motor control, measurement and evaluation, anatomy, curriculum and instruction, administration, and sociology of sport have emerged within the profession. Teaching incorporates all components of the profession. However, prospective techers have tended to be generalists. As the fields of physical education have become more specified, teacher education programs for prospective teachers may also need to be more elaborate.