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European Physical Education Review
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An investigation into the perceived level of personal subject knowledge and competence of a group of pre-service physical education teachers towards the teaching of secondary school gymnastics

Stephen Sloan

Brownedge St Mary's RC High School and Sports College,UK

The future of physical education (PE) depends on the quality of emerging committed professionals and their ability to teach across the different activity areas contained within the National Curriculum for Physical Education (NCPE). It is a role that requires extensive subject knowledge and perceived competence in the ability to use it effectively. Subject knowledge is identified as one of the professional standards to be met by students seeking the award of Qualified Teacher Status (QTS). It is, however, an area frequently highlighted by students as the main source of concern throughout the process of Initial Teacher Training (ITT). This in turn can affect students' perceived confidence and competence to teach certain activities. One of the activity areas constantly highlighted as causing concern among pre-service PE teachers is gymnastics. This is often attributed to the fact that many trainees enter ITT with an impoverished background in this area. The purpose of the study was to examine the perceived level of personal subject knowledge and competence to teach gymnastics among trainees completing the School Based Experience (SBE) sections of a one-year secondary Post-Graduate Certificate in Education (PGCE) PE course.

Key Words: Competence • gender • gymnastics • subject knowledge

European Physical Education Review, Vol. 13, No. 1, 57-80 (2007)
DOI: 10.1177/1356336X07072674
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