What socialization experiences influence how high school physical education teachers deliver games?

Abstract

The purpose of the study was to investigate what past and current occupational socialization experiences influenced how high school physical education teachers delivered games lessons. The participants were three high school physical educators who taught in a public school in England. Qualitative data were collected through lesson observations and formal semi-structured interviews. Data analysis techniques included data reduction and inductive analysis. Data suggested all three teachers delivered games using the traditional model. Three main themes were traditional model structure, behaviourist learning approach, and technique development focus. Data suggested teachers were influenced to use this model by parents/teachers/coaches, high level competitive sport participation, university faculty, teaching colleagues, and pupils. Acculturation appeared to be the strongest phase of socialization because the teachers instructed in the same manner they were taught in school. These findings should provide insights for teacher preparation faculty who are charged with the task of challenging the acculturation beliefs of preservice teachers.