research paper about physical education teacher

REVIEW article

Inside out: a scoping review on the physical education teacher’s personality.

• Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany

The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do, e.g., not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting, e.g., that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show, e.g., that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside . Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

Introduction

The teacher – one key player in the educational process in school – naturally attracts attention in didactic approaches. The teacher’s role – e.g., as one axis in the well-recognized didactic triangle – and by this his general impact within the students’ learning process is undisputed. General models of education such as Helmke’s (2017) Utilization of learning opportunities model , which depict power factors of good lessons, also highlight the teacher’s role and among this the teacher’s personality and its influence on the quality of lessons. Traditional models of professional teaching competence also include the teacher’s personality and make it a priority among other essential factors. Dunkin and Biddle’s (1974) internationally well-recognized Conceptual model of factors influencing teaching and learning , e.g., attributes the teacher’s properties (skills, intelligence, motivations and personality traits) a substantial role among variables predicting lesson and learning success. Considering German educational research, in Baumert and Kunter’s (2013) Model of professional teacher competence four facets constitute the teacher’s ability to perform: motivational orientations, self-regulation, beliefs/values/goals and professional knowledge. Professional teaching practice is seen as result of the coaction of these facets ( Baumert and Kunter, 2013 ). Except for the latter one, personality characteristics play an important role in these facets. Baumert and Kunter’s (2013) model allows for the development of professional competence over time, but explicitly highlights the role of relatively stable, implicit factors such as personality characteristics within the professional development process. Personality characteristics influence firstly the uptake of learning opportunities, thereby the teacher’s professional competence and finally their professional practice ( Kunter et al., 2013a ). The teacher’s individual personality characteristics therefore are essential for succeeding in teacher education and the teaching career.

Research on the relationship between the teacher’s personality and their performance has a particularly long tradition. Succeeding as a teacher encompasses and is often measured by teacher-related factors such as academic success, satisfaction in teaching, teacher well-being or student-related factors such as student motivation or student achievement. General educational research often examines explicitly the relationship between the teacher’s personality and the aforementioned success factors : On the teacher side, e.g., satisfaction in teaching, teacher burnout, teacher self-efficacy or teacher effectiveness ( Mayr, 2011 ; Djigić et al., 2014 ; Cramer and Binder, 2015 ; Perera et al., 2018 ; Kell, 2019 ; Kim et al., 2019 ). On the student side, teacher personality is often analyzed in relation to student motivation or student achievement ( Wayne and Youngs, 2003 ; Hattie, 2009 ; Jahangiri, 2016 ; Khalilzadeh and Khodi, 2018 ; Kim et al., 2018 , 2019 ). Kim et al. (2018) attribute the identification of vital factors of the teacher’s personality a promising role for their effectiveness – measured by teaching performance. Knowing about vital personality factors can be beneficial for teaching in general, e.g., for teacher’s planning and reflection of lessons – as indicated in the teacher’s role in models of lesson planning and evaluation ( Döhring and Gissel, 2016 ). It might also be helpful for the initial teacher selection or hiring process ( Bastian et al., 2017 ; Kell, 2019 ).

In order to first understand the role and impact of the teacher’s personality for the educational process, the term personality has to be defined and appropriate understandings have to be considered. Such a clear understanding serves as a basis for deriving possible practical implications for teaching or even structural and organizational implications. Following Pervin and Cervone (2008) the term personality refers to “psychological qualities that contribute to an individual’s enduring and distinctive patterns of feeling, thinking and behaving.” In order to understand the construct of personality and ensure its comprehensibility, researchers have created models or frameworks. Even though personality psychology still lacks a comprehensive and universal framework for understanding the whole person, Costa and McCrae’s Five Factor Model (FFM) ( Costa and McCrae, 1999 ) has gained excessive attention ( McAdams and Pals, 2006 ). This prevailing and widely accepted model follows a multidimensional understanding, clustering personality characteristics in the five facets: Openness , Conscientiousness , Extraversion , Agreeableness and Neuroticism (OCEAN) ( John et al., 2008 ). These factors define a person’s personality on a very global level ( Rammstedt et al., 2018 ). The FFM is often used interchangeably with the term Big Five . The two frameworks are very similar but can be differentiated from each other regarding their origin: the FFM has been developed by empirically analyzing personality questionnaires whereas the Big Five are based on a lexical approach ( Kim et al., 2019 ) believing that distinguishing characteristics have their origin in natural language use ( Goldberg, 1981 ). Both frameworks share the understanding of personality by the use of five independent and bipolar categories ( Rammstedt et al., 2018 ) and currently dominate personality research. Next to the aforementioned classical trait psychological personality understanding, personality research also borders upon other approaches such as the interactionist understanding. Here personality together with the situation determines an individual’s behavior ( Swann and Bosson, 2010 ). This understanding of personality can be considered less static. Moreover, considering personality research focusing on a specific professional group, Holland’s (1997) theory and model of vocational personality can be seen as outlasting and prevalent in the occupational context. Holland characterizes people regarding their fit to six different personality types ( Realistic, Investigative, Artistic, Social, Enterprising, Conventional – RIASEC ) and highlights the influence of the environment and by this – similar to the interactionist understanding – developmental possibilities of the worker’s personality. Even though originating from different understandings, all exemplary illustrated approaches claim to assess personality. In addition to following traditional and established approaches, further personal facets such as care and enthusiasm are often considered as closely associated or even equated with personality.

Examining the teacher’s personality is common practice in general educational research. Göncz (2017) conducted a scoping review and aimed at giving an overview of research activities concerning the teacher’s personality and by this highlighting strategies for educational psychology. Göncz (2017) identified five types of studies classified according to their research questions: Studies of teacher typologies; Studies of teachers’ desirable and undesirable features; Studies of teachers’ professional behaviors and their influence on students; Studies of teachers’ professional identity and Studies of teacher personality within the framework of personality theories (particularly within the FFM ). In the conclusions Göncz (2017) takes position regarding the merits of the identified groups and proclaims the findings from studies following traditional personality theories “as the best starting point for a more comprehensive psychological theory of teacher personality in educational psychology.”

Considering the personality of the physical education teacher (PET), Miethling and Gieß-Stüber (2007) also stated the PET’s personality as pivotal point of their professional competence. This becomes especially important in conjunction with physical education (PE)’s allocated educational mandate. PE’s mandate postulates (a) to educate the students’ physical – e.g., by developing physical fitness and ideally a lifelong engagement in sports and (b) to educate through the physical – e.g., developing students’ personality, fostering value imparting and moral education ( Sallis and McKenzie, 1991 ). It is essential that PETs initially reflect their individual prerequisites and potentials (e.g., strengths and weaknesses, personality characteristics) in order to better understand and approach their students. PETs on the one hand have to reflect their own understanding of sports and teach this understanding their students to engage them in sports. On the other hand, PETs have to reflect their own values and then impart these values on their students to educate them beyond the physical. If they manage to fulfill both tasks, they are most likely able to successfully implement PE’s aforementioned dual mandate. PETs serve as role models physically and by conveying their own reflected mission statement to their students. How PETs are perceived by their students in this process certainly depends on their personality. Beyond the challenging educational mandate, PETs are faced with further challenges that demand their personalities. The proximity between the PET and their students poses a challenge that requires the PET’s personal characteristics. PETs need to address each child’s needs, challenge each child at their personal level and create a positive, secure and supportive relationship in a climate where learning can succeed. This is among others achieved by PETs who know their personal qualities, reflect them and convert this process into empathetic, enthusiastic and ideally sustainable teaching. Considering the PET’s personality – the inside – should therefore receive special attention among personality research in school context. Knowing the teacher’s inside and transferring this to the outside – making it visible – can then support lesson planning and teaching.

Similar to research concerning teachers in general, in studies on the PET’s personality the term personality though is construed differently and analyzed in various contexts with different correlates. Contrary to general educational research, a review article summarizing international publications concerning the PET’s personality is missing. A review article is necessary though in order to organize the prevailing picture of the understanding of the PET’s personality – its definition, characteristics or related factors –, its correlates and by this its possible impact on educational outcomes. Therefore this review aims at answering the following research question: What are the underlying personality understandings, research questions and results of studies considering the personality of the PET in school?

In order to answer the above stated research question, we conducted a scoping review. In 2005 Arksey and O’Malley outlined a first framework for this review approach. Arksey and O’Malley (2005) follow Mays et al.’s (2001) definition – assigning scoping studies the opportunity and task to easily depict a research area’s fundamental specifics. They generally attribute scoping studies a comprehensive coverage. Our decision to conduct a scoping review was based on three reasons: First, as preliminary literature searches on the PET’s personality revealed that research in this field is diverse and the understanding of personality vague, a scoping review that typically does not try to find an answer to a specific question but summarizes what questions have been asked, seemed to be appropriate ( McEvoy et al., 2015 ; García-Moya et al., 2018 ). Second, we were interested in the identification of certain characteristics or concepts related to personality and in mapping, reporting or discussing these with finally suggesting practical implications – according to Munn et al. (2018) indications for a scoping review and therefore again supporting our decision. Third, conducting scoping reviews has become more popular in the educational context with a couple of recent perceptive scoping reviews published (e.g., McEvoy et al., 2015 ; Göncz, 2017 ; Richards et al., 2017 ; Sperka and Enright, 2017 ; Robinson, 2018 ; Killian et al., 2019 ).

Our research team consisted of two researchers. We independently passed through the individual phases of the review process following Arksey and O’Malley’s (2005) six stages of their methodological framework: (1) Identifying the research question; (2) Identifying relevant studies; (3) Study selection; (4) Charting the data; (5) Collating, summarizing and reporting results; and (6) Consultation. Conflicts were cleared collaboratively after each step.

Stage 1: Identifying the Research Question

Considering Arksey and O’Malley’s (2005) possible purposes of a scoping review, our review followed mostly two purposes: Examine the extent, nature and range of research activity and identify research gaps in the existing research . Due to the fact that preceding research on the PET’s personality revealed inconsistency concerning the understanding and interpretation of personality, we decided to keep our research question relatively wide. We focused on ascertaining what type of empirical literature exists dealing with the personality of the PET in school, which understandings of personality are pursued and which questions are asked considering the personality of the PET in school. In order to capture most interpretations of the ambiguous term personality we did not specify it and decided to follow an open personality understanding. This allowed for different understandings to be included in our review and by this receive an unaffected and true picture of the existing literature. We deliberately aimed at summarizing literature that either claims to assess personality as a variable or mentions personality as an outcome. Thus, the review’s inclusion criteria were the following: content = personality, setting = PE, participants = PETs (personally or via external view), publication language = English or German.

Stage 2: Identifying Relevant Studies

In order to answer the research question we developed the search string, including three main categories: (1) Content: Personality ; (2) Participants: PETs ; (3) Setting: PE. Aiming at English and German publications, we included both languages in our search string:

Category 1 (Content) was searched on title/abstract level as personality had to be an essential part in the potentially included text. Category 2 (Participants) and category 3 (Setting) were searched on full-text level. Initially, no restriction regarding the publication date was undertaken. We chose a comprehensive selection of eleven approved databases in the field of school sport research covering English and German texts: Education Source, ERIC, PsychARTICLES, PsycINFO, PSYNDEX, PubMed, Scopus, SocINDEX, SPOLIT, SPORTDiscus, Web of Science. The initial database search was undertaken on February 6th 2017. On June 12th 2018 we fulfilled update search one and on April 11th 2019 update search two.

Stage 3: Study Selection

After removing duplicates, we independently screened the titles. References were excluded if they clearly did not examine PETs (personally or via external view), if the setting clearly was not PE or if the content clearly was not personality. After screening titles, the remaining abstracts were screened. First, we deployed the same exclusion criteria as before. Screening abstracts allowed identifying non-empirical studies, which were excluded. As we aimed at providing a broad picture of the existing literature, we kept our search strategy rather wide and our exclusion criteria quite soft. If references belonged to editorial works, these were provided and screened for chapters containing empirical studies. Finally, the full-texts of the remaining studies were provided and independently screened applying the same exclusion criteria as before (excluded if: not in English or German, not empirical, not examining PETs, not school setting, not personality). Ultimately, we searched the reference lists of all finally included texts and examined other work of the authors. We screened the authors’ websites and publication lists for additional relevant texts and checked for conference presentations and projects. In this process, the same exclusion/inclusion criteria as in the initial search were applied. We created a flow chart which documents the search and reference selection process (see Figure 1 ).

Figure 1. Flow chart of the search and reference selection process.

Stage 4: Charting the Data

We independently extracted relevant data from the included texts and collaboratively agreed on a presentation format representing the studies’ key information. This step was conducted according to the methodological guideline of the Joanna Briggs Institute ( Peters et al., 2015 ). A table was created which served as the basis for comparing and contrasting the included texts (see Table 1 ).

Table 1. Included studies as from 2006.

Stage 5: Collating, Summarizing and Reporting Results

We followed Arksey and O’Malley’s (2005) suggestion and divided this part into two different approaches of presenting the charted information: (1) Numerically analyzing the studies’ framework conditions and design and (2) Organizing the literature thematically.

Figure 1 documents the search and reference selection process. The initial search yielded 2316 hits: Education Source ( N = 166), ERIC ( N = 65), PsychARTICLES ( N = 22), PsycINFO ( N = 77), PSYNDEX ( N = 24), PubMed ( N = 18), Scopus ( N = 462), SocINDEX ( N = 70), SPOLIT ( N = 1148), SPORTDiscus ( N = 209), Web of Science ( N = 55). After removing 270 duplicates, 2046 titles were screened. Six hundred sixty-three references did not meet the inclusion criteria and were excluded. Consequently, 1383 abstracts were screened. Seventy-eight abstracts met all inclusion criteria. The corresponding full-texts were purchased and screened. In this process, 49 studies were excluded, concluding with 29 studies. Three additional studies resulted from update search one.

Fifteen out of these 32 studies were published between 1958 and 1990 (including). No study was published between 1991 and 2005. Seventeen studies were published between 2006 and 2016. Studies before 1991 differed from studies after 2005 regarding the underlying personality understanding (following various theories, e.g., human needs theory, interpersonal theory, situational theory, behavioral theory, trait theory) and consequently assessment methods [e.g., Edwards Personal Preference Scale ( Edwards, 1959 ) or California Psychological Inventory ( Gough, 1957 )]. Studies from 2006 onward mostly relied on other, newer personality understandings, as recognized personality concepts as well as assessment instruments emerged in the late 1980s and subsequent years [e.g., emergence of Costa and McCrae’s work and the publication of the first version of the NEO-PI ( Costa and McCrae, 1985 ) or advancement of Holland’s Self Directed Search assessing vocational interests ( Holland, 1994 )]. Due to this gap in the literature and the mentioned content-related considerations, a comprehensive thematic presentation was exclusively done for studies published after 2005. However, in order to also give an overview of the older studies, we included the data and results of the 15 studies published between 1958 and 1990 in the supplementary section of this paper (see Supplementary Table 1 ). In the additional analyses step of the 17 included studies we deliberately checked not only for publications as from 2006 but also for publications in the years between 1991 and 2005. This process resulted in further six studies – all published later than 2005. In total, 23 studies were included in our final review. Table 1 provides a summary of the 23 finally included studies.

Framework Conditions and Study Design

Sixteen different first authors published the 23 included studies, 15 thereof in the last 5 years. Ten studies could be allocated to the Middle East (including India) ( Hosein Razavi et al., 2012 ; Demir, 2014 , 2015a , b , c , 2016 ; Mantu and Montu, 2014 ; Arbabisarjou et al., 2016 ; Hassan et al., 2016 ; Maryam et al., 2017 ), eight to Eastern Europe ( Brudnik, 2007 , 2010 ; Zalech, 2011a , b ; Szczepanski, 2012 ; Zalech and Rutkowska, 2014 ; Georgiev, 2016 ; Makhmutova et al., 2017 ), four to Western/Northern Europe ( Brandl-Bredenbeck, 2006 ; Voll, 2006 ; Lauritsalo et al., 2015 ; Senn et al., 2017 ) and one to North America ( García-Villanueva et al., 2017 ). All studies followed a cross-sectional study design. Twenty-two studies chose a quantitative, one study ( Lauritsalo et al., 2015 ) a qualitative approach. Test persons were either PETs themselves ( N = 14), teachers of other subjects (in the following abbreviated as OST = other subject teacher) ( N = 5) or students ( N = 10) evaluating PETs’ personality from an external view. Sample size varied between 20 and 312 for PETs, 20 and 600 for OSTs, 22 and 8863 for students. In order to assess personality the included studies used 19 different inventories – seven of which being well-recognized as personality inventories [ NEO-FFI ( McCrae and Costa, 2004 ); NEO-PI-R ( Costa and McCrae, 1992 ); SDS Polish Version ( Holland, 1997 ; Lacala et al., 2002 ); EPQR-S ( Eysenck et al., 1985 ; Pourghaz et al., 2016 ); ACL ( Gough and Heilbrun, 2012 ); 16PF Form C of Russian version ( Fetiskin et al., 2002 ) adapted from ( Cattell et al., 1993 ); Test of T Leary ( Leary, 2004 ) ( N = 8)]. Six studies each either made use of less-recognized inventories or designed their own questionnaire according to the study’s needs.

Personality Understanding, Research Questions and Results

As research questions of the analyzed studies are diverse, the presentation of the underlying personality understanding, research questions and results will be divided into three thematically coherent categories: ( I) The PET’s personality – studies with their main focus explicitly on the identification of the PET’s personality ( N = 3); ( II) The PET’s personality and correlates – studies examining the PET’s personality in relation to another variable ( N = 9); ( III) The PET’s personality from an external view – studies interested in a non-PET view on the PET’s personality ( N = 11). Within the categories according to the formulated three foci of the review’s research question, the studies’ underlying personality understanding together with their research questions and the studies’ results will be presented separately.

The PET’s Personality

In this category researchers are explicitly interested in the PET’s personality. In all three studies ( Mantu and Montu, 2014 ; Hassan et al., 2016 ; García-Villanueva et al., 2017 ) personality is approached as universal and comprehensive. Mantu and Montu (2014) and Hassan et al. (2016) both intend to compare the personality characteristics of PETs with those of OSTs. They follow a trait psychological approach of personality. García-Villanueva et al.’s (2017) study follows a special understanding of the PET’s personality in the subject area of gender studies. The study’s primary aim is to analyze differences regarding sex, age and marital status among PETs in the four gender-related scales ( masculinity , femininity , machismo , submission ) considering personality characteristics.

Mantu and Montu (2014) conclude that there are no significant differences between the personality factors of PETs and OSTs considering the overall score. Solely when analyzing the individual factors, Mantu and Montu (2014) state that PETs are more extraverted than OSTs. Hassan et al. (2016) do not find any statistically significant differences in the individual Big Five factors of PETs and OSTs – extraversion and conscientiousness are most strongly pronounced in both teacher groups. García-Villanueva et al. (2017) do not find any statistically significant differences in the relationships of the four gender-related personality scales and the variables sex, age and marital status.

The PET’s Personality and Correlates

The nine studies that are assigned to this category state the relationship between the PET’s personality and one or more correlates as their main objective. Three of these studies examine the relationship between the PET’s personality and burnout ( Brudnik, 2010 ; Makhmutova et al., 2017 ; Maryam et al., 2017 ). Brudnik (2010) speaks of vocational personality, Makhmutova et al. (2017) of personality development within a trait psychological approach and Maryam et al. (2017) of personality traits in general. All three also assess additional aspects such as self-concept or mental health. Demir’s three studies in this category ( Demir, 2014 , 2015a , b ) aim at examining the relationship between PETs’ personality traits and their sports branches (e.g., football, swimming, gymnastics) and sports type (team sports vs. individual sports). In two of the studies ( Demir, 2014 , 2015a ) he also examines the PET’s gender, school type (private vs. public schools) [in 2015a also school level (secondary vs. high schools)] and years of service in relation to the PET’s personality. In two studies ( Demir, 2014 , 2015b ) he follows a trait psychological understanding of personality. In his third study ( Demir, 2015a ) he speaks of professional personality competence and by this identifies the PET’s vocational personality. Brudnik (2007) follows Holland’s tradition which understands vocational interests as personality characteristics and therefore also establishes a work-related peculiarity of personality. Similar to Demir’s studies she examines the relationship between the PET’s vocational personality and gender, type of school and work environment. Hosein Razavi et al. (2012) and Arbabisarjou et al. (2016) examine the relationship between PET’s personality traits and students’ individual and social behavior or the entrepreneurial organizational culture, respectively. Arbabisarjou et al. (2016) follow a trait psychological understanding of personality whereas Hosein Razavi et al. (2012) speak of entrepreneurial personality characteristics and therefore follow a vocational approach.

Studies examining the PET’s personality in relation to burnout all focus on different analyses and therefore conclude with multifaceted results. Brudnik (2010) finds that PET’s gender is related to the burnout path – male PETs burnout following a particular path whereas female PETs burnout less uniformly. Further, Brudnik (2010) finds out that self-efficacy – which is often seen as part of the personality – serves as preventive factor of burnout for OSTs. The degree of the PET’s personality matching the profession ( SDS ; Holland, 1994 ) only slightly affects the burnout path. Makhmutova et al. (2017) highlight the fact that PETs scoring higher on the intellectual development level [ Scale B of Cattell’s 16PF ( Cattell et al., 1993 ) – reasoning] are less satisfied with their work conditions and by this more likely to burnout. Qualified PETs – graduated in PE – exhibit significantly higher rates in the subscales reasoning and emotional stability compared to non-qualified PETs ( Makhmutova et al., 2017 ). According to Maryam et al. (2017) when considering the Big Five personality factors only neuroticism shows a positive correlation with PETs’ burnout development (via the burnout indicator emotional exhaustion ).

Demir’s results in his methodologically similar studies are contradictory. In his study from Demir (2015b) he does not detect a correlation between the PET’s sports type (individual sports vs. team sports) but examines significant correlations between two personality sub dimensions ( emotional stability and c ompatibility ) and the PET’s sports branches. Racket sports and handball players are emotionally more stable than gymnasts. Basketball and defense sport players are more compatible than swimmers. In his earlier study from 2014 he does not find any significant differences between PETs’ personality and their sports branch, sports type or the other examined correlates (gender, years of service, school type). In his study from 2015a he detects differences in PET’s vocational personality regarding the school type and school level the PETs teach in, but not regarding their gender. PETs in private schools and high schools are more competent regarding their professional personality than their colleagues in public schools or secondary schools. Brudnik (2007) finds a difference between male and female PETs’ vocational personality code. Social, Investigative, Artistic (SIA) summarizes females’ vocational personality whereas Social, Realistic, Enterprising (SRE ) is the male equivalent. She cannot show a relationship between the vocational personality and work environment or school type.

Hosein Razavi et al. (2012) and Arbabisarjou et al. (2016) both find significant correlations between at least some personality sub dimensions and their examined correlates. Arbabisarjou et al. (2016) only report correlations without mentioning directions of these. The sub dimensions extraversion and openness of the PET’s personality have a significant relationship with the students’ beliefs and activities ( Arbabisarjou et al., 2016 ). Hosein Razavi et al. (2012) find that three of the six components of entrepreneurial organizational culture ( creative innovation , cooperation and tolerance of creative talents ) obtain a negative correlation and two components ( organizational risk-taking and open communication ) a positive correlation with the PET’s entrepreneurial personality characteristics.

The PET’s Personality From an External View

Category III consists of studies that aim at receiving an external view on the PET’s personality. The eleven studies in this category examine OSTs and students as members of the school community. The category can be divided into three thematically coherent groups: (1) Studies generally describing the PET’s personality ; (2) Studies obtaining attitudes of/opinions toward PET’s personality; (3) Studies describing “the ideal PET.” Three studies each can be assigned to group (1) ( Zalech and Rutkowska, 2014 ; Lauritsalo et al., 2015 ; Senn et al., 2017 ) and (3) ( Voll, 2006 ; Zalech, 2011a , b ). Five studies belong to group (2) ( Brandl-Bredenbeck, 2006 ; Szczepanski, 2012 ; Demir, 2015c , 2016 ; Georgiev, 2016 ).

In group (1), Zalech and Rutkowska (2014) compare the image of the PET from the PET’s own perspective with students’ and colleagues’ descriptions. Senn et al. (2017) are interested in the relationship of PET’s personality characteristics with students’ motivation in PE, solely considering the students’ view. Lauritsalo et al. (2015) aim at collecting an unbiased overview of students’ attitudes toward school PE in Finland by collecting messages from chat protocols in internet discussion forums. Lauritsalo et al. (2015) do not mention the PET’s personality in their aim but as an outcome factor – together with the PET’s behavior. Lauritsalo et al. (2015) and Senn et al. (2017) closely associate PET’s personality with behavior whereas Zalech and Rutkowska (2014) follow a trait psychological approach. In group (2) Brandl-Bredenbeck (2006) , Demir (2015c , 2016) , and Georgiev (2016) aim at obtaining the students’ attitudes toward their PETs. Georgiev (2016) follows Leary’s ( Leary, 2004 ) theory of interpersonal interaction in order to assess personality. Demir (2015c , 2016) speaks of teachers’ professional personality and therefore follows a vocational personality standpoint. Brandl-Bredenbeck (2006) speaks of personality in general closely related to behavior and supplements this general approach by examining the PET’s care as additional personality aspect. Szczepanski (2012) also asks for opinions on the PET’s personality but compares PETs’ and OSTs’ views, explicitly speaking of image or identity and therefore being in line with trait theory. The authors in group (3) – Voll (2006) and Zalech (2011a , b) – explicitly ask for the ideal (or not ideal, Zalech, 2011a ) PET and all follow a trait psychological approach of personality.

In Zalech and Rutkowska’s (2014) study PETs evaluate themselves more positively than their colleagues (OSTs) or students. OSTs and students describe the PETs as e.g., less patient, less hard-working and less intellectual compared to PETs’ views. In total, PETs mark more favorable than non-favorable adjectives when describing their personality with a choice of given adjectives. The three groups are in agreement with each other regarding the most characteristic identity attributes of PETs – all mentioning active and energetic ( Zalech and Rutkowska, 2014 ). Senn et al. (2017) detect differences regarding the students’ gender and sportiness when assessing the role of the PET’s personality for their motivation in PE. Girls put more emphasis on the skill that the PET realizes their fears and sporty kids choose different attributes as important for their motivation (e.g., achievement orientation and strict grading) compared to less sporty kids. Lauritsalo et al. (2015) detect more negative, not empathetic statements regarding the PET’s personality than positive ones. Students describe PETs as not supportive, accompanied by strong feelings of compulsion and humiliation ( Lauritsalo et al., 2015 ). In total, in this study 40 percent of the analyzed messages contain statements regarding the PET’s personality or behavior – making this facet the dominant outcome variable.

Georgiev (2016) finds out that younger students put more emphasis on PETs’ caring behavior and interest in their problems than older ones. The desire for communication, understanding and cooperation with the PET increases with the students’ age. In Szczepanski’s (2012) study, PETs rate positive image attributes (e.g., cheerful lifestyle , openness , honesty , immediacy , and positive thinking ) of themselves higher than their colleagues (OSTs). The biggest difference occurs for the personality characteristic organizational ability . Considering the PETs’ opinion, the top three characteristics, which distinguish them from their colleagues, are organizational ability , dynamic actions and cheerful personality . OSTs mention the PETs’ clothing style as the strongest distinguishing feature followed by dynamic actions and cheerful personality . Demir (2015c , 2016) is again represented with two studies in this category, both obtaining students’ attitudes toward their PET’s professional personality competence. Demir (2016) finds significant gender differences for one subcomponent ( motivational interaction ) only – girls being more satisfied with their PET’s motivational interaction than boys. In his earlier study ( Demir, 2015c ) he finds differences for three subcomponents – motivational interaction , professional enthusiasm/dedication , and reflective interaction , – girls being more satisfied with the first two and boys with the last subcomponent. Demir (2015c) also highlights the fact that younger students – grade nine and ten students - and students of private schools are more satisfied with their PET’s professional personality competence compared to grade 11 students and counterparts in public schools (school type differences also in Demir, 2016 ). In Brandl-Bredenbeck’s (2006) study PETs are perceived as self-confident , caring and friendly by their students. In total, he speaks of a positive evaluation. Younger PETs receive a better evaluation than older PETs.

Zalech (2011b) detects understanding , fairness , patience , and sense of humor as the four most desired attributes of a PET. He does not find any differences regarding the students’ gender. In his study asking for the most undesired features of a PET (2011a) though the choice differs significantly between girls and boys. Boys e.g., indicate submissive and indulgence as undesirable features, whereas girls, e.g., indicate being moody as well as quick-tempered. Zalech (2011b) also finds a second-order interaction between gender and grade of students with girls in grade one for example choosing strict significantly more often as most undesired feature than boys in the same grade. Schools though do not have a significant impact on the choice. Voll (2006) finds out that students in grade eight generally put more emphasis on all examined personality characteristics ( fairness, understanding, being a partner, being a role model, assertiveness ) than their counterparts in grade nine. Voll (2006) also detects differences regarding school type or level. Students in urban schools, e.g., put more emphasis on the PET’s fairness than their counterparts in rural schools. Further, students in vocational schools put more emphasis on the PET’s assertiveness than Realschule (German middle school) students.

Our review aimed at summarizing the status of research concerning the personality of the PET. After the screening process 23 studies were included. The chosen methodology of a scoping review – following a rather broad approach with soft exclusion criteria – tried to make sure that all studies coming within our aim (Summarizing empirical studies – their underlying personality understanding, research questions and results – considering the personality of the PET) were included in the final review. Other scoping studies in our field that can be considered as balanced, analyze a similar number of studies [e.g., Richards et al., 2017 ( N = 20); Sperka and Enright, 2017 ( N = 31); Robinson, 2018 ( N = 30); Killian et al., 2019 ( N = 24)] and conclude with promising results, partly providing practical implications and indications for future research. Due to the studies’ heterogeneity, results are hard to synthesize and compare among each other or with our results. All 23 in our review analyzed studies were cross-sectional, all but one quantitative. The underlying personality understanding but also the research questions and results of the included studies varied enormously and by this supported the assumption that the research field is wide and construed differently.

Discussion of Framework Conditions and Study Design

Twenty of the 23 included studies were published in 2010 or later – fifteen thereof between 2014 and 2017. Therefore, we can speak of an increasing research interest with regard to the PET’s personality in the last years. This might be caused by Hattie’s (2009) world-renowned meta-analysis stating the teacher’s personality as one essential factor of successful learning. Considering the origin of the included studies, it is surprising that 18 studies originate from the Middle East or Eastern Europe. This might be due to political changes at around this time or probably in consequence of the PISA study’s results in 2000 and subsequent survey times. The studies’ sample size varied distinctly. For eight studies it seems difficult to generalize findings due to small sample sizes ( Mantu and Montu, 2014 ; Demir, 2015a , b ; Arbabisarjou et al., 2016 ; Georgiev, 2016 ; Hassan et al., 2016 ; García-Villanueva et al., 2017 ; Makhmutova et al., 2017 ).

Discussion of Personality Understanding, Research Questions and Results

The amount of different inventories used to assess personality ( N = 19) emphasizes the assumption of a prevailing diversity among the different approaches to personality. Only five studies ( Demir, 2014 , 2015b ; Arbabisarjou et al., 2016 ; Hassan et al., 2016 ; Maryam et al., 2017 ) used a Five Factor inventory and by this follow the Five Factor structure of personality ( Costa and McCrae, 1999 ). Considering the fact that in general – not teaching context specific – personality research the Five Factor understanding of personality predominates the research area ( John et al., 2008 ; Göncz, 2017 ), this number here can be considered rather small. Also only six studies followed a vocational approach of personality. This number was expected to be greater due to the chosen profession specific context.

In the following, the studies’ research questions and results will be discussed separately, following the same three-part structure as before.

Interestingly, the personality between PETs and OSTs does not differ considerably according to the two studies approaching this question ( Mantu and Montu, 2014 ; Hassan et al., 2016 ). Solely considering the factor extraversion , the PETs score significantly higher than OSTs, signifying that they are more extraverted. This becomes interesting and relevant when considering Kim et al.’s (2019) results that out of the Big Five domains, extraversion obtained the strongest association with the teacher’s effectiveness and by this can be seen as favorable characteristic. Mantu and Montu’s (2014) result that PETs are more extraverted than OSTs hinders that they particularly can positively influence their students’ learning process. Due to the fact that only two of the included studies dealt with this topic, the implications have to be treated with caution though. García-Villanueva et al.’s (2017) study clearly stands out when comparing personality understanding and research questions. The content of this study can be considered as stand-alone among the others. Also in general educational research we could not find an equivalent study ( inter alia Göncz, 2017 ).

PETs’ burnout risk is clearly the dominant correlate among the included studies. Considering the publication dates of the included studies in our review, the fact that it is still only examined in three studies is in line with burnout research’s development in the last decade. Teacher burnout research gained popularity at the turn of the millennium ( Krause, 2003 ). In this time, as a result of empirical investigations, the widely known assumption that teachers obtain stress and strain levels higher than workers in other professions emerged ( Maslach et al., 1996 ; Schaufeli and Enzmann, 1998 ; Schaarschmidt, 2004 , 2005 ). Nowadays though after a decade of intensive research on this topic, work-related well-being is often approached from a positive perspective considering resources instead of demands and by this e.g., examining positive motivational processes and psychological states such as work engagement instead of burnout ( Schaufeli et al., 2009 ). This is in line with psychology’s orientation toward a Positive Psychology starting around the turn of the millennium ( Schaufeli et al., 2009 ). Interestingly, the few included studies on this topic in our review, even though published later than 2006 follow the traditional understanding of burnout and conclude with a relationship between PETs’ personality factors and their burnout level. As the results have shown, the amount and exact manifestation is unclear though. The orientation toward burnout might be explicable with our review’s focus examining PET’s personality. This orientation and therefore the relationship between teacher burnout and personality is also a common research topic in recent general educational research, especially when examining indicators for professional success. Cramer and Binder (2015) and Kim et al. (2019) examined the relationship between Big Five personality characteristics and burnout among teachers in general and conclude with similar results: high scores on neuroticism solidly indicate an increased burnout risk and low scores on extraversion and conscientiousness seem to indicate at least partly a reduced burnout risk. This is in line with Maryam et al.’s (2017) results – the only study in our review that analyses the relationship between PET burnout and Big Five personality characteristics. In comparison to studies considering teachers in general, the topic seems to be rather understudied for PETs. Research considering the PET’s stress though – without linking it to personality and rather connecting it to their health – has gained popularity in recent years. Brandt (2019) highlights this fact in his dissertation summarizing quantitative and qualitative studies examining the PET’s health. He concludes that PETs obtain rather high stress levels and are health wise more vulnerable than OSTs.

Demir (2014 , 2015a , b) concentrates his research on the relationship between the PET’s personality and the PETs’ sporting practice – a focus area which does not receive a lot of attention in previous studies. It becomes interesting in the discussion on how much practical education PETs should receive at university, how comprehensive this should be and concomitant which sporting competencies should be condition for entering a teaching degree. In previous research it was only the overall picture of the PET’s sportiness ( Messing, 1979 ) that received attention whereas Demir (2015b) goes into detail and differentiates in terms of the particular practiced sport – sorted by branch and type. Due to the fact that his results are contradictory this approach does not raise hope for practical implications though.

Only one study ( Arbabisarjou et al., 2016 ) examines the relationship of the PET’s personality and students’ actual behavior in the lesson and by this links the PET’s personality to student participation and motivation in PE. This link is common in general educational research. Kunter et al. (2013b) for example revealed positive effects of the teacher’s personality (in this particular case enthusiasm) on instructional quality and by this on student outcomes, such as motivation or achievement. Wayne and Youngs (2003) pursued this relationship in a literature review also concluding with the fact that certain teacher characteristics foster student achievement. Arbabisarjou et al.’s (2016) results are especially interesting when following educational research’s assumption that the teacher influences student motivation and learning success ( Hattie, 2009 ; Erpic, 2013 ; Kim et al., 2019 ). Considering Arbabisarjou et al.’s (2016) results, the personality factors extraversion and openness should therefore receive attention when considering student participation and motivation in PE, e.g., in teacher education or lesson planning. Arbabisarjou et al. (2016) raise the awareness for the right amount of interpersonal relations, creativity and flexibility when teaching. Even though the variability of the personality characteristics is rather small, knowing the individual manifestation, such as being overly extraverted and open , can help teachers in order to motivate students when deliberately playing to their own strengths. Conversely, less extraverted or less open teachers need to be presented with or find other strategies in order to ensure their students’ motivation. Senn et al.’s (2017) study (category three) runs in a similar direction but only works with one variable (students’ attitudes). Other than that, to the best of our knowledge, this explicit and interesting relationship has not been examined in PE context so far.

Brudnik (2007) and Demir (2015a) both following predominantly a vocational approach, conclude with contradictory results – no gender differences regarding PET’s vocational personality in Demir’s study but in Brudnik’s; no differences regarding context factors in Brudnik’s study but in Demir’s. This might be explicable with their interpretation of vocational personality. Brudnik (2007) follows Holland’s (1994) understanding asking for preferred activities , possessed skills and professional preferences whereas Demir’s (2015a) scale includes the self-evaluation of professional enthusiasm , respect for human dignity and interactional components ( reflective and stimulating ) and by this partly follows an interactive approach within the vocational understanding. Demir’s (2015a) decision to ascertain enthusiasm is again in line with modern general educational research’s understanding of the teacher’s professional competence (e.g., Baumert and Kunter, 2011 ) including a broad understanding of the term personality. Teacher enthusiasm in general educational research is often examined in relation to student outcomes such as motivation. Keller et al. (2013) suggested a personal trait like enthusiasm understanding within an integrated model of teacher enthusiasm and by this highlighted the relationship to and importance of personality characteristics.

With 11 studies in this category, examining an external view of the PET’s personality can clearly be seen as a methodological peculiarity among the included studies. Connelly and Hulsheger (2012) were able to show that external observers have a clearer view on a person’s personality and are therefore able to provide a certain depth of personality information. Further, Dinger et al. (2014) comparing self and observer reports of personality functioning conclude that the combination of both views was most efficient and should therefore be considered in future research. Observer reports certainly add essential information and offer possibilities for incorporating bordering approaches upon personality.

Brandl-Bredenbeck (2006) incorporates the PET’s care estimated by students as part of the PET’s personality. This understanding borders upon Self-Determination-Theory ( SDT ) ( Deci and Ryan, 2002 ) – considering the PET’s care as part of SDT ’s factor relatedness. Interestingly, research focusing on the teacher’s care – often in relation to student engagement ( Nie and Lau, 2009 ) or student motivation ( Thompson, 2010 ; Bieg et al., 2011 ) – is mostly located in general educational research. Especially in PE context though where PET’s relationship closeness to students automatically receives importance, caring aspects seem to be influential. Brandl-Bredenbeck’s (2006) approach of examining PET’s care could be interesting, especially for researchers linking PET’s personality with students’ personality and further with their learning motivation.

Five studies aim at receiving attitudes/opinions toward the PET’s (personality) which is also a common research aim in general educational research ( Göncz, 2017 ). Interesting is also group three’s focus – the ideal PET . Receiving attitudes/opinions toward the teacher and looking upon the ideal teacher are also visible strategies in the configuration of prevailing didactical concepts. Concretizations among these are e.g., obtaining students’ attitudes toward their teacher as basis for further decisions when planning lessons or when teaching (e.g., making use of the methodology student reflection in order to influence students affectively, Cavilla, 2017 ). Additionally the focus area raises the predominant question if there is such a thing as the ideal teacher or the good and desired educator personality ( Weinert and Helmke, 1996 ). Studies in category three in our review acknowledge the fact that students are valuable evaluators of their PE lessons (e.g., Brandl-Bredenbeck, 2006 ; Voll, 2006 ) and by this also their PET. They deliberately ask for desired or undesired character features (e.g., Zalech, 2011a , b ) and believe that this information and empirical evidence can serve as a base for student-centered and adapted teaching. Amongst this content-related salience, category three comprises the only qualitative study ( Lauritsalo et al., 2015 ) which follows a rather modern and in this research field unprecedented approach – screening internet chat forums. The approach itself certainly is exciting as it does not face typical problems that occur in questionnaire surveys, e.g., limited options to answer or drifting to the center when answering and therefore produces “relatively authentic natural data” ( Holtz et al., 2012 ). It is necessary though to check if adolescents in chat forums really venture their personal opinions or the desired opinion of their friends.

The results regarding the PET’s appearance – considered here as part of their personality (e.g., in Szczepanski, 2012 ; Zalech and Rutkowska, 2014 ) – resemble the common belief that PETs represent special personalities and can be distinguished from OSTs. It opens up questions and ideas for career advice for instance. Interestingly, the PETs evaluate themselves in a more positive light than their colleagues. This might be due to a generally higher evaluation of oneself by e.g., faking answers in order to appear socially better ( Sjöberg, 2015 ) or because PETs in general possibly come off differently compared to OSTs such as Mantu and Montu’s (2014) results hint for the personality factor extraversion .

Overall, it is noticeable that when examining students, most studies also distinguish between the students’ gender, the grade they are in and the school they attend. Senn et al. (2017) , connecting the PET’s personality to students’ motivation, directly ask for motivation enhancing personality characteristics and detect gender and age differences between girls’ and boys’ perception. In addition, girls and boys in Voll’s (2006) , Zalech’s (2011b) , and Demir’s (2015c) studies assess different PET personality characteristics as important and desirable. Consequently, when teaching single-sex groups of students it might be easier for the PET to satisfy the students’ expectations and perform suitable for the taught group. In line with previous general educational research (e.g., Samdal et al., 1998 ) is the fact that younger students seem to be more satisfied with their teacher. Even though younger students compared to older students in general tend to be more satisfied with school and the teacher ( Samdal et al., 1998 ), the studies’ results could predict the need for raising the awareness of the topic PET personality especially in the area of secondary school teaching and concomitant teacher education as elder students seem to be more particular. Knowing their personality characteristics could therefore be beneficial for PETs in order to succeed when teaching this age group. It allows PETs again to play to their own strengths or deliberately focus on different motivational approaches detached from their personality. Another dominant result covers differences regarding the visited school (type and level) – both on the teacher and the student side. School type (private vs. public) but also school level (e.g., middle school, higher level secondary school, vocational school) affect the evaluation of the PET’s personality (e.g., Voll, 2006 ; Demir, 2015c ). This presages the possibility of a voluntary personality examination serving as assistance in the decision for a school-specific teaching degree program. Some states in Germany (Nordrhein-Westfalen, Baden-Württemberg and Rheinland-Pfalz) and the teachers colleges in Austria e.g., use CCT ( Bergmann et al., n.d. ) a web-based consulting tool, including the examination of personality characteristics. This tool serves as assistance in the decision process for students entering a teaching degree program.

Lauritsalo et al.’s (2015) study is the only one among the included studies that in general speaks of a rather negative image the students assign their PETs. Again, the chosen methodology can affect the results as e.g., group pressure could have led to the dominance of negative statements. This might be due to the users’ tendency to make more extreme and more offensive statements on the internet ( Williams et al., 2002 ). All other studies that examine the students’ image of the PET’s personality conclude with a positive picture.

Implications

In total, the results reflect the included studies’ diverse methodological approaches and aims. This is also in line with general educational research’s findings concerning the topic teacher personality . Göncz’s (2017) five types of teacher personality studies – (1) Teacher typologies; (2) Studies of teachers’ desirable and undesirable features; (3) Studies of teachers’ professional behaviors and their influence on students; (4) Studies of teachers’ professional identities and (5) Studies of teacher personality within the framework of personality theories – can also be retrieved in our results. Type (1) Teacher typologies though is represented the least with only Brudnik (2007) speaking of teacher vocational personality codes and by this in the broadest sense also typologies. Even though not included in our review, Bräutigam (1999) can be seen as exemplary and popular study among PETs, examining students’ opinions concerning the bad PET and concluding with PET’s behavior typologies. He does not speak of personality, neither in his methodology nor in his outcomes and therefore was not included in our review, but the methodology of creating typologies and by this tangible results, seems promising and has obtained acceptance. Identifying typologies is a common and convenient approach especially when trying to derive practical implications and therefore should be considered in future research examining PETs’ personality.

Göncz’s (2017) type (2) Studies of teachers’ desirable and undesirable features mostly implies other-reports, in his review as well as in our review. Kim et al. (2018) highlight possibilities and strengths of other-reports in this research field specifically as well and concluded with stronger associations between other-reports of teacher personality and outcomes (teacher effectiveness and burnout) than self-reports. Other-reports as mentioned before therefore seem to be a promising approach when examining the PET’s personality and deriving practical implications.

Göncz (2017) addresses the partially low methodological quality in this field. We can support this assumption considering the included studies’ methodological quality in our review. The number of participants, e.g., is often even adduced by the authors themselves as limiting factor, reducing their study to a case study (e.g., Brudnik, 2010 ). Demir’s sample sizes vary enormously. He e.g., compares data from 1148 students from public schools with data from 273 students from private schools ( Demir, 2016 ). In other studies the description of the undertaken methodological approach and the presentation of results are even unclear and partly contradictory and therefore have to be interpreted with caution (e.g., Hosein Razavi et al., 2012 ).

In total, we can speak of insufficient evidence in total and therefore suggest a cautious application of the aforementioned results and discussed issues, especially when considering the implication into teaching practice. We can align ourselves with Göncz (2017) when advising to follow the traditional personality models (e.g., Five Factor understanding) in order to ensure high methodological quality and a uniform foundation for educational research and valuable comparisons. Kim et al. (2018) focus specifically on the Big Five and conclude with valuable results for the evaluation of teaching. All Big Five domains except for agreeableness obtained a positive association with e.g., teacher effectiveness. They as well highlight the need for common, universal descriptors in teacher personality research and associated dissemination. This can especially be helpful for the abovementioned situations where PETs can play to their own strengths and make use of their individual personality configuration in order to teach successfully.

Limitations

We decided to keep our understanding of personality as wide as possible in order to include all relevant studies and in order to answer the formulated research question. Therefore, the included studies had to actually measure personality as a variable or mention personality as an outcome. We acknowledge the fact that this procedure might have eliminated interesting studies that examine similar, related variables without mentioning personality explicitly. We also acknowledge the fact that by limiting our review to English and German publications – due to feasibility reasons – we might have lost relevant and interesting literature published in other languages.

In conclusion, results of the included studies differ significantly, are partly contradictory and partially exhibit major methodological shortcomings. Considering the underlying personality understanding, most studies ( N = 12) follow a trait psychological understanding of personality. Six studies follow a vocational and one study an interpersonal personality understanding. The remaining four studies’ underlying personality understanding is not concretely determinable but three out of the four studies are oriented toward an interactionist/behavioral view (see Table 1 ). The identification of these three prevailing orientations with the dominance of the FFM implies a rather consolidated orientation of the research field. Overall, this picture is congruent with general educational research’s orientation toward a mostly trait psychological understanding. Due to the fact that the vocational as well as the interactionist/behavioral approach yields interesting results we suggest following a rather wide approach of personality. Within this wide approach it is advisable though to also follow generally accepted approaches of personality in order to compare results and to facilitate the creation of practical implications. Alongside the idea of including various facets of personality in promising research, the compilation of different viewpoints, especially when aiming at the impact of the PET’s personality on student-related aspects, seems promising.

Considering examined correlates in relation to the PET’s personality, the two-part alignment prevalent in general education research mentioned in the introduction – personality in relation to student-related or teacher-related factors, mostly success outcomes – cannot be replicated in our review. Studies in our review mostly examine the relationship between the PET’s personality and correlates of sociodemographic nature (e.g., gender, age). The promising results in general educational research and the significance which general educational research and teacher competence models attribute to the teacher’s personality, leads to the conclusion that examining the PET’s personality in relation to the aforementioned success outcomes should receive more attention and therefore be considered in future research.

Author Contributions

MS, AK, SS, and FM conceived and designed the study. MS and AK performed the literature search and study selection process. MS, SS, and AK performed the final analysis process. MS wrote the manuscript with substantial contributions from AK, SS, and FM. All authors approved the final version of the manuscript.

This work was supported by the German Research Foundation (DFG) and the Technical University of Munich (TUM) in the framework of the Open Access Publishing Program.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We would like to express our appreciation to Christoph Becker (Technical University of Munich) for his continuous advisory support.

Supplementary Material

The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02510/full#supplementary-material

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Keywords : personality, teacher, coach, physical education, school, sports, scoping review, teaching competence

Citation: Schnitzius M, Kirch A, Mess F and Spengler S (2019) Inside Out: A Scoping Review on the Physical Education Teacher’s Personality. Front. Psychol. 10:2510. doi: 10.3389/fpsyg.2019.02510

Received: 21 April 2019; Accepted: 23 October 2019; Published: 08 November 2019.

Reviewed by:

Copyright © 2019 Schnitzius, Kirch, Mess and Spengler. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Melina Schnitzius, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic

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The purpose of this study was to investigate physical education teachers’ perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers’ Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students’ needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

COVID-19, the respiratory disease caused by the SARS-CoV-2 virus, emerged as a global pandemic during spring 2020, forcing schools across the world into changing the ways in which they delivered instruction. As schools have been suggested as a place to help children obtain 60 min or more of physical activity (PA; IOM, 2013), moving to an online environment caused concern for not only educational outcomes ( Eyles, Gibbons, & Montebruno, 2020 ) but also current and future health outcomes of children ( Rundle, Park, Herbstman, Kinsey, & Wang, 2020 ). Initial studies on the impact of COVID-19 suggest decreased levels of children’s PA and increased rates of children’s obesity ( An, 2020 ; Dunton, Do, & Wang, 2020 ; Guerrero et al., 2020 ; Rundle et al., 2020 ). These studies indicate increased sedentary behaviors, lack of PA opportunities outside of school time, and lack of physical education (PE) as contributing factors to the identified undesirable health outcomes.

PE is a natural place to address public health concerns ( McKenzie & Lounsbery, 2014 ) including decreases in PA resulting from the pandemic—especially in light of the current goal of PE to assist students in acquiring “the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity” ( SHAPE America [Society of Health and Physical Educators], 2020 ). The pandemic-initiated shift to online instruction provided numerous challenges to PE teachers. In PE, a traditionally marginalized subject ( Richards, Gaudreault, Starck, & Woods, 2018 ), teachers, with little to no training, lacked expertise in remote PE instruction and resorted to “trial-and-error” methods ( Jeong & So, 2020 ). Though research on effective or quality instruction in PE, aligned with student learning outcomes and promoting achievement of standards has been presented previously ( Rink, 2013 ), the overwhelming majority of this research focuses on in-person PE instruction. Research suggests that oftentimes, there is a different focus or goal of in-person PE versus online PE, with in-person PE primarily focusing on achieving competency in a variety of motor skills as compared with the primary focus online of improved health behaviors and fitness levels ( Goad & Jones, 2017 ). The benefits that students receive from online PE have been identified; however, research in this area has been limited, and issues with teacher training, student accountability, and the lack of a comprehensive focus have been presented ( Daum & Buschner, 2012 ; Mohnsen, 2012 : Williams, 2013 ). Therefore, it is important that we understand how online PE occurred during the COVID-19 pandemic and although it is situation-specific, we need to document it and use this information to inform the future of online PE.

At the onset of the COVID-19 pandemic in the United States, schools were shut down with little notice and teachers were expected to move their curriculum online. We anticipate that PE teachers were no different from other subject area teachers, as many were struggling to not only figure out how they were going to disseminate information in an online format, but also to determine what segments of their current curriculum could “transfer” to an online environment ( Marshall, Shannon, & Love, 2020 ). Although no known research is conducted on the topic, the authors imagine that teachers were considering best practices in PE; however, they were juggling what they know in a general setting with how to effectively disseminate in this “new to them” online environment.

While research concerning quality in-person PE instruction is well established, much remains unknown regarding remote PE instruction. The current pandemic has forced many schools to embark on an online journey, with remote or hybrid instruction imminent for most of the 2020–2021 school year. It seems extremely likely that some form of remote instruction in PE will remain even after the pandemic passes. An important first step in identifying effective remote instruction methodologies and modalities is speaking with PE teachers, who were forced to “learn on the go” during the pandemic. Although the pandemic presents a unique situation, understanding the initial experiences of teachers in moving to a remote learning environment and identifying the challenges and facilitators to successful remote instruction is needed to help teachers and other PE professionals design effective learning experiences in the future. Therefore, the purpose of this study was to investigate PE teachers’ perceptions of implementing PE during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences.

A total of 4,302 PE teachers participated in the study, of which 2,238 (52%) taught elementary, 597 (14%) middle school, 469 (11%) high school, and 998 (23%) multilevel. Multilevel was any combination that spanned across both the elementary (K–5) and secondary (6–12) grade bands. Teachers were categorized as 23% rural, 35% suburban, and 42% urban. All 50 U.S. states were represented, with 23% of teachers from the Northeast, 25% from the Midwest, 33% from South, and 19% from the West.

• Data Collection and Data Sources

University of Hawai’i at Mānoa institutional review board approval was received to conduct secondary data analysis of a survey distributed by the Online Physical Education Network (OPEN) www.openphyed.org . OPEN provides standards-based PE curricula in a free online environment. During the COVID-19 pandemic, OPEN provided weekly PE content for teachers that focused on getting children active while quarantined at home.

To better understand the needs of teachers using their resources, OPEN initiated a survey to start planning how to support teachers and schools during the following school year. As this is a secondary analysis of data, the survey was designed for professional development (PD) and to gather information to guide resource development. In addition to multiple choice questions that focused on planning for next year ( Mercier et al., 2021 ), the survey included four open-ended questions that were the focus of this research. The open-ended questions focused on teachers’ successes, barriers, PD, and concerns. The questions were: “What has been your biggest struggle in a distanced learning environment?” “What has been your biggest success in a distanced learning environment?” “What is your biggest PD need for next school year?” and “What is your biggest overall concern as you plan and prepare for next school year?” The survey, which was designed using Google forms, was distributed in OPEN’s weekly online newsletters. The link was included in the newsletter for a total of 2 weeks in May. The OPEN platform consisted of teachers, parents, administrators, higher education faculty, preservice teachers, and other groups, but only data from teachers who taught PE in a K–12 setting were included in the current study. As of May 31, 2020, the OPEN database showed 83,988 registered users (people who sign up for free access to content and email notices). It was difficult to calculate a response rate given limitations with the database (e.g., open-ended answers for occupation) as well as knowing how many OPEN users are currently active and viewed the newsletter. We estimate that there are approximately 58,000 PE teachers in the database, resulting in an estimated response rate of 13.48%. Although this response rate is fairly low, given the unprecedented time, coupled with the uniqueness of the data collected and the broad representation of teachers, we proceeded with the qualitative analysis.

Quantitative survey results from this survey have been reported elsewhere ( Mercier et al., 2021 ). Open-ended survey responses constitute the qualitative data for this study. Although the data source for this study is singular, it does consist of a large sample of teachers that provided over 17,000 data points. Given the substantial amount of data, the unprecedented time in the world with COVID-19, and the rigorous analysis and strategies to enhance trustworthiness explained below, the research team moved forward with this one data source, and this is acknowledged as a study limitation.

• Data Analysis and Trustworthiness

Using a collaborative data analysis approach ( Richards & Hemphill, 2018 ), three researchers worked together to analyze the data from the four open-ended questions that were included in the questionnaire. The collaborative qualitative analysis technique used a six-step process that included preliminary organization and planning, deductive and inductive coding, development of a preliminary codebook, pilot testing of the codebook, final coding process, and reviewing the codebook and finalizing themes. Researchers decided to use deductive coding upfront where all of the data were left affiliated with the specific questions determined by the survey. Because the questions were very pointed, leaving the data within these four categories or deductive codes made sense. Acknowledging the deductive coding, researchers began inductive coding where they read the data multiple times and developed initial codes within each topic based on the deductive codes. A researcher team meeting was conducted to discuss the initial themes and codes. Using the first version of the codebook, the researchers piloted the codebook and coded 1% of the database. During the second meeting, all 1% of the data were examined by each specific code and discussions were had about discrepancies. In addition, the codes were discussed and revised at this time. In the first round of pilot testing of the codebook, researchers had interrater reliability of 77%. Based on the revised codebook, the researchers coded an additional 1% of the data. On the second round of data coding, the researchers achieved an 85% interrater reliability. At this point, the researchers coded the remaining 98% of the database. If questions arose throughout the coding process, researchers immediately discussed the questions as a group, made a decision, and continued coding. Once all data were coded, the research team gathered to review the coded data and create a thematic structure that was representative. There were approximately 10 inductive codes within each deductive coding category, and a total of 17,208 data points were coded.

In order to create the thematic structure, researchers reviewed the coded data in two unique ways. First, each selective coding group was analyzed quantitatively by counting the number of codes for each category. A number was tabulated for each code to determine which codes emerged as the most mentioned topics by teachers. Based on the quantitative counts and inductive coding, themes were created. In addition, Wordle was used to confirm the themes that were created but not included in the published manuscript due to space limitations.

It was difficult for traditional trustworthiness strategies to be applied due to the nature of the de-identified secondary data analysis coupled with the COVID-19 pandemic. However, the use of multiple data analysts that occurred is a recognized strategy for enhancing trustworthiness ( Elo et al., 2014 ), and in addition to the rigorous data analysis process, researchers kept an audit trail and researcher journal during the data coding and thematic analysis process. They also searched for negative cases throughout the data analysis process, including once final themes were set, in order to ensure the themes that emerged were representative of the data.

We present the Results section in three overarching themes based on the initial deductive coding: (a) Teachers’ Proud Moments; (b) Help! So Many Obstacles, and (c) Future Challenges.

• Theme 1: Teachers’ Proud Moments

When teachers were asked to share what successes they had while teaching during the COVID-19 pandemic, many had plenty of things that they spoke of. Teachers most commonly spoke of about three specific areas including overcoming and learning technology (28%), engaging students in online learning (20%), and their ability to create good content for students (15%).

Over 28% of teachers said overcoming and learning technology was one of their biggest successes during the COVID-19 pandemic. One teacher stated simply that their biggest success was “learning how to use technology in PE” (Teacher 1733), while another went into more detail to say, “My growing knowledge of the technology available (still have so much to learn) and discovering the resources other teachers are willing to share” (Teacher 537). Teachers often cited the use of external learning platforms that they learned to use, such as Zoom, Flipgrid, Google Classroom, and YouTube. These platforms allowed teachers to post and record videos to share with students and were a common theme within this category. For example, one teacher stated, “My biggest success was figuring out some technology basics to video, upload to YouTube, work in Google Classroom and Dojo” (Teacher 2664), while another stated that their biggest success was “FlipGrid! I’ve had great student response… . It’s also an easy way to teach a basic skill and for them to show me them practicing said skill (i.e. hockey, juggling, throwing)” (Teacher 1833).

Many teachers also reported teaching through video conferencing apps like Zoom to run live classes and cited learning to navigate this new form of teaching as a victory. One teacher stated, “Connecting with students via Zoom [was their biggest success] and the OPEN at-home lessons have provided excellent resources to use/send to students” (Teacher 4132). Finally, one teacher talked about the digital experience more broadly stating that “being able to transition to a digital learning environment has been my success. To go from the normal teaching style and switching with little preparation has been a learning experience” (Teacher 2397).

Another success that many teachers (20%) mentioned was engaging students in online learning . Teachers were enthusiastic about receiving videos and assignments from their students demonstrating activities and showing them being physically active at home. Many teachers were happy to have students engage in synchronous video classes, as well as participating in the daily activities. One teacher stated their biggest success “was being able to reach most of my students either through written communications such as messaging or email as well as live chats and zoom/meet software” (Teacher 3834). Another was encouraged as they stated that “my students that have been participating are giving me really good feedback about the types of activities they enjoy and that is helping me find resources to keep them engaged” (Teacher 4042). Similarly, Teacher 1390 stated, “I have had at least 70% engagement and have received videos of students learning to ride bikes, learning to ride without training wheels, learning to skate or improving their skating skills, and the creativity of my families is incredible!” Yet another gave their student options, which they reported as successful because “the number of students who sign on to my live zoom classes [is my biggest success]. I provide it as an added feature. The students have an additional assignment that they get at the beginning of the week. Parents have also emailed me about how much their children love the interaction” (Teacher 3351). However, as will be noted in the next section, not all teachers were able to connect with all of their students.

Finally, the teachers’ ability to create good content for students also seemed to be a major accomplishment for them. Good content was described by teachers in many different ways and included content like engaging and inspiring videos, custom videos for their own PE classes, challenge activities, and resources from peers and companies (including OPENPhysEd which provided content and ran a virtual field day). One teacher mentioned, “Finding activities for every age level to complete using household items and still being able to meet grade level standards” (Teacher 302). Another stated, “I believe my lessons have been a big success. The students that are doing them are enjoying them. They really loved the OPEN virtual field day” (Teacher 3504). Teacher 346 shared, “being able to use resources that have been shared by others as well as creating and adapting things on my own to create video lessons.” Another teacher stated, “joining weekly meetings with all my classes, providing a monthly PE interactive calendar, hosting fitness Friday’s videos showing the PE staff introducing fun fitness ideas and just being silly” (Teacher 3308). Overall, the teachers noted that good content was “fun,” “engaging,” and typically consisted of some type of video activity.

• Theme 2: Help! So Many Obstacles

The second theme focuses on issues that teachers faced while teaching during the pandemic and the needs that they have for PD to help better prepare them for PE in the future. In teacher responses, there was an abundance of calls for help in relation to how to best provide quality PE during the COVID-19 pandemic and beyond.

As stated above in Theme 1, teachers were happy with the amount of participation that they received from their students who logged on and attended class or turned in assignments given the situation and what was going on in the world. However, there was also a significant number of teachers who expressed concern over the lack of participation of students . The concern revolved around teachers not knowing if students were engaging in their lessons as well as the lack of trust demonstrated by teachers regarding their students’ submission of work. Teachers were assigning work, but the response rate of their students was low, and this was a hard concept to deal with. For example, one teacher stated, “I am only getting 35–40% response rate—PE is NOT graded. We use S (satisfactory)/U (unsatisfactory) categories only. Therefore, unless they click on our folder in their learning management system, the assignment goes unnoticed” (Teacher 505).

Similarly, another teacher noted that they struggled with “receiving assignments back from students and student participation for assigned tasks” (Teacher 1180). Others talked about how it was hard to get students to turn in assignments: “Kids not doing the assignments, exercises” (Teacher 2492) and “getting students to do the assignments” (Teacher 2053). Many teachers attributed poor student engagement to a lack of clear school, district, or state-level policies, either specific to PE or across-the-board for all subject areas. With the lack of policy or a mechanism for enforcement, it was hard to hold students accountable. Teacher 237 stated, “Participation. After administration said it wasn’t for a grade, participation went downhill fast!” Another teacher stated, “My biggest struggle is the number of participants from week to week. I saw a big drop in attendance once my state announced that elementary schools wouldn’t be giving grades” (Teacher 835). Accountability seemed to be an underlying issue here; thus, many students did not participate, and the teachers found it nearly impossible to hold students accountable for completing any of the work or participating in the lessons.

Meeting the needs of all students was also on the minds of teachers when it came to concerns that they had when teaching during COVID-19. Teachers expressed concern about “reaching” or getting the content to students, especially in areas where many did not have Internet. For example, one teacher stated their biggest struggle was, “Reaching all students; Lack of data/proof students are active and actually completing assignments” (Teacher 2183) and others expressed concern about the lack of Internet. One teacher stated that “only 40% of children have internet” (Teacher 1332), while another said “lack of students that have access to technology/internet” (Teacher 488). Some teachers demonstrated that they found a way to try and meet the needs of students by printing hard copies of assignments and tasks for students to complete, however, then this presented more barriers as they had no way to collect the information as it was distributed, “I have struggled with communicating with students that do not have technology. However, I printed them out the activity sheets you provided. Those sheets were sent to the student by the district; however, I have no way of checking in on them” Teacher (864).

Using various platforms to deliver instruction. We were told to deliver via Class Dojo. I also used Facebook. Facebook does not allow the upload of pdf files. Many other districts used google classroom, Seesaw and other platforms. Grading as well. We have to give grades A–F. Not getting a lot of direction from my Admin. (Teacher 2138)

A unified, district-wide, format [such as Google Classroom] that all teachers will use to push out information to students and parents [is what is needed for PD]. PD would cover education on how to use all of the technologies available to us through that format. As well as education about how to teach our students and parents how to use it.

Another area that teachers expressed as a need in relation to PD was around PE in general. Even in the midst of COVID-19, it was apparent that PE teachers didn’t receive the same access to content-specific PD that their classroom teacher peers were afforded. Many (13% or ∼550 teachers) stated that they just wanted PD that was PE-specific. For example, “The more free webinars the better. Our school district doesn’t provide anything for specials. Every time there is PD it is geared toward the grade level teachers and then we are required to attend and get nothing out of it” (Teacher 2157). Similarly, other teachers stated, “Courses that are designed for PE teachers. My district doesn’t do any kind of specialty PD for PE or any specials. It’s not a high priority in such a small district” (Teacher 1578). Another added, “Having PD geared towards us as physical educators! Most of ours in our district is in a setting with Academic Teachers!” (Teacher 3915). Whether it was training to overcome issues with technology directly and meeting the needs of their students, or the need for future focused PD, teachers expressed that they needed help in providing quality PE for students.

• Theme 3: Upcoming Challenges

Theme 3 focused on the upcoming challenges that teachers faced in the spring/summer of 2020 and moving into the fall semester. Teachers had a lot of concerns about how to teach effectively through COVID-19, and many of their fears focused on the unknown , teaching in a socially distanced manner , and keeping the kids and themselves safe .

The fear of the unknown was frustrating and all-consuming for teachers. Over 35% expressed that the greatest concern they had about the upcoming year was not knowing what their situation was. Teacher 345 stated that “my district isn’t giving us any idea what it might be like so we can begin to prepare in any sort of way,” and another stated, “I don’t know what to plan [for the fall] because I don’t know what the plan is” (Teacher 2235). Other teachers stated how they were in the dark because they didn’t know “what the parameters will be” (Teacher 1640) or “if classes will be in-school, distance learning, or a combination of both” (Teacher 1489). Many others, like Teacher 1372, just stated that their biggest concern was “the unknown.” These feelings of not knowing what was going to happen were evenly distributed among all levels of teachers with a narrow range of 34% of mixed-level teachers to 37% of high school teachers.

The second biggest area of concern for teachers was teaching with social distancing and the logistics that went into making that happen successfully. Teachers really struggled with understanding how they were going to be able to provide PE in a physically distanced environment. Their worries centered around logistically figuring out the space that they would be able to use, as well as how to facilitate the use and cleaning of equipment. Teachers stated their biggest concerns were “trying to keep the kids separated, but active, and having fun safely!” (Teacher 505), or “how to teach PE while maintaining distance between kids and a safe environment” (Teacher 906). Another stated that “a concern was social distancing and face masks in a gym that is not air-conditioned” (Teacher 1270) and how that would play out with students in the classroom.

Finally, teachers were focused on safety of students . Although there were only about 11% of respondents across the United States who prioritized safety of students as their top concern, this is still about 500 teachers in total. Keeping students safe through distancing, mask wearing, and cleaning equipment was something that teachers were thinking about and concerned about heading into the fall semester. This is evidenced by comments such as, “How to follow CDC’s guidelines for social distancing and keeping equipment sanitized” (Teacher 2636) or “what restrictions will need to be implemented for students and myself to stay safe” (Teacher 358). It is important to keep in mind that in May 2020, guidelines were still being developed and information about the virus was still unknown, which could have influenced the teachers’ prioritization of this concern. Safety of students prior to COVID-19 largely encompassed making sure space was safe to move in, but adding a virus where teachers lacked the knowledge as well as the resources to safely contain spread among students was worrisome.

In the spring of 2020, educational systems were forced into a halt with a series of shutdowns, and schools scrambled to move to an online environment to continue learning in some capacity ( Young & Donovan, 2020 ). Understanding how PE teachers experienced and perceived this shift to online learning during the COVID-19 pandemic is important as it has implications for how to successfully teach online PE in the future. This study sought to examine teachers’ perceptions of their experiences as well as concerns that they had for moving forward into the next school year.

There were three themes that emerged as part of the data analysis process: Teachers’ Proud Moments , Help! So Many Obstacles, and Future Challenges . Overall, teachers were proud of how they adapted, but they experienced obstacles and needed help. They also anticipated challenges for the future. It is also important to note that there were concepts that could be seen converging across all of the themes. The concepts of technology, student participation, and meeting students’ needs dominated teachers’ responses. Teachers viewed technology as a major barrier because many had to acquire new knowledge to be successful in implementing an online curriculum. However, technology was also noted as a source of success because once teachers were able to overcome certain barriers, they were able to use technology to successfully connect with students and provide meaningful experiences of PE and PA. This was consistent with other data collected during the pandemic around the same time by SHAPE America ( SHAPE America, 2020 ). Teachers also demonstrated a need for continued PD on the effective use of technology in the virtual PE classroom and this follows trends in the literature around effective teaching in PE ( Rink, 2013 ). Student participation also cut across most of the major themes. Teachers discussed participation as a barrier because they were unable to require students to participate; however, many teachers also reported that the students who did participate in their classes were very engaged and enthusiastic about the activities. Finally, meeting the needs of all students was mentioned many times across the themes. Teachers acknowledged this as one of their biggest barriers, as it was hard to meet all students’ needs, whether it was providing online accommodations and modifications or simply connecting with them online or through a paper packet.

Although several physical educators felt unprepared and unsupported ( SHAPE America, 2020 ), many rose to the occasion and worked together to provide online PE for their students. As teachers taught PE during the pandemic, there were many questions about what PE would look like in this online or hybrid format. Although there has been research conducted regarding best practices in online PE ( Killian, Kinder, & Woods, 2019 ), online PE was not something that existed to a large degree in most states pre-COVID. In understanding how PE rolled out during the pandemic, it is important to also look to the future of online PE and how the experiences of teachers can impact how the world of online PE moves forward postpandemic. The lessons learned from these experiences teaching online will not only prepare the educational system, including PE, for future pandemics and global crises alike, but will also have long-term implications for the future of remote instruction.

The authors will use the Essential Components of PE to further consider the study’s results in the context of recommended practices for quality physical education programming and to explore the implications for moving forward in an online PE environment. The Essential Components of PE is focused on four key areas: (a) policy and environment, (b) curriculum, (c) appropriate instruction, and (d) student assessment ( SHAPE America, 2015 ). The framework is designed to help schools and districts meet the SHAPE America PE standards ( SHAPE, 2013 ) and create well-designed PE programs that are student-centered, keep youth active, teach self-management, emphasize the knowledge and skills that youth need to be active, and are enjoyable.

Policy and environment, the first component of the framework, focuses on eight important guidelines for districts and schools to have in order to offer appropriate PE and PA experiences during the school day. Curriculum, the second component, suggests three guidelines on which to focus for appropriate PE curriculum: (a) written, sequential, and comprehensive; (b) based on the national standards and grade-level outcomes; and (c) designed specifically for a school or district and revisited in a timely manner. The third component of the framework is appropriate instruction, which focuses on four key areas including using appropriate instructional practices, being evaluated for teacher effectiveness, engaging students in moderate to vigorous PA for at least 50% of class time, and ensuring the inclusion of all students. Finally, the fourth component of the framework is student assessment. SHAPE America sets forth four key guidelines to follow which cover the areas of standards-based grading, evidence-based practices, alignment to the lesson objectives, and communicating progress to teachers and students ( SHAPE America, 2015 ).

Policy and environment for PE is often a struggle in states and school districts as many marginalize PE and don’t prioritize it the same as “core” subject areas ( McKenzie & Lounsbery, 2009 ; Slater, Nicholson, Chriqui, Turner, & Chaloupka, 2012 ). This was no different throughout the pandemic; as teachers reported in theme two, Help! So Many Obstacles, the lack of accountability was a major obstacle to their ability to implement and carry out their PE program in an online environment. These reactions and feelings from teachers are somewhat expected as the global pandemic wreaked havoc on the world. These feelings were not exclusive to PE teachers as there was a lack of accountability in schooling across the board, with students not being required to be in attendance, turn in homework, or take standardize tests that are typically required ( Reich et al., 2020 ).

As we move into a postpandemic world, it is important to keep in mind the successes and struggles of teachers in the online environment. Having a plan and policy in place for online PE at both the state and local levels is important as it will help structure and guide online PE for the future. Currently the Essential Components of PE do not address policies in the online environment, but now that we know more about how teachers rolled out curricula online, maybe it is time to think about what the best policies and procedures should be for online PE both now and in the future.

Curriculum as outlined in the Essential Components of PE was not very evident in the data that were analyzed. Teachers were worried about the logistics of carrying out a curriculum and adapting curricula that they traditionally taught in a face-to-face environment. Theme 3, future challenges , discussed the need for resources to help them develop activities to teach in an online environment and the PD to teach them how to use those resources. They also struggled with meeting standards given the challenges that were presented. There was no “set curriculum” that teachers could follow to ensure they were offering quality PE. It may be time to prioritize specific standards and/or content to be taught in an online environment. This is an area that could be enhanced in the future as schools and districts work to integrate how online schooling will be applicable in the future.

Appropriate instruction was an area that teachers were working to achieve during the pandemic. Many teachers reported embracing new skills, such as teaching “live” through video software platforms, posting assignments for students to complete on their own at home, and even learning many media skills to enhance their teaching practices. The successes that teachers faced in regard to instruction, described in Theme 1 , Teachers’ Proud Moments , bring many new questions to the forefront. How will technology be used in PE moving forward, postpandemic? Now that teachers have been forced to learn technology skills for an online environment, will flipped classrooms be more prevalent in a traditional PE environment? Will bad weather days be nonexistent? Will PE class be structured differently, allowing more space for PA homework and holding students accountable for reaching goals of 60 min of PA per day? Previously identified shortcomings of online PE, such as a lack of a comprehensive program and a lack of research on best practices (Daun & Buschner, 2012; Mohnsen, 2012 ), may be addressed with the increased focus on remote instruction. Although many questions remain about the future, we know that, in general, teachers learned a lot more about online technologies in PE than they ever had before, and this should have implications moving forward.

Teachers also expressed a desire for PD specific to instructional strategies in an online PE environment. As discussed in Theme 2, Help! So Many Obstacles, many asked for effective ways to teach material online, how to engage students with little equipment, and so forth. There was also a general need for instructional best practices, even beyond COVID-19, as some teachers expressed the need for learning about classroom management and motivating students. This is similar to previous research by Rink et al., but should be explored more in an online environment ( Rink, 2013 ). As districts and researchers plan to support teachers throughout the continuing pandemic as well as postpandemic, appropriate instruction in the online environment should be further investigated.

The final Essential Component of PE is assessment. Teachers reported struggling with assessment and holding students accountable during the pandemic. As described in Theme 2, Help! So Many Obstacles, this was due to various reasons including lack of participation and lack of policy requiring students to engage. Although teachers felt successful in overcoming such challenges as technology, assessment and meeting the standards were still of concern. Teachers had a hard time tracking and evaluating student participation in a virtual environment. Although this is not parallel to experiences in online PE that took place prior to the COVID-19 pandemic, it does make one wonder what objectives/outcomes/standards should be prioritized and addressed in an online post-COVID era. There were significant barriers to reaching all students which further exacerbated the issues of assessment and holding students accountable. With levels of PA identified as already in decline at the pandemic onset ( Dunton et al., 2020 ; Xiang, Zhang, & Kuwahara, 2020 ), this is of grave concern if PE moves forward in an online or hybrid environment as many struggled to overcome this common barrier. If left unaddressed, a significant number of students could be excluded from PE experiences, or not properly assessed while participating in online PE, and this could have long-term effects on not only their health but on their academic achievement as well.

In addition, teachers called for additional PD that would focus on integrating technology, improving instructional practice, and conducting assessments in the online and hybrid PE environments. As we move forward into a postpandemic world, it will be important to provide teachers support and PD that integrates effective practices in online and hybrid teaching with common best practices in PE.

There are limitations present in this study that are important to acknowledge. First, the sample was specific to teachers who used OPEN’s curriculum and signed up on their website. This is important to note as it could mean that respondents were representative only of teachers who were connected through an online community, in which case the themes that emerged might not be similar for those who are not connected with the OPEN community. In addition, survey questions were designed to improve resources and PD opportunities; therefore, there are a number of limitations with the survey including they were not theoretically informed, nor were they piloted and validated before use. Finally, this study relied only on a single source of data. However, even with multiple limitations, there are still strengths within the data that were collected and presented, including the fact that data from over 4,000 elementary and secondary teachers located in multiple regions of the United States was collected. Results should be interpreted with caution and applied where the reader sees similarities within their own context. Even with these limitations present, the authors believe this research is significant and should help inform the field of PE in understanding and implementing the essential components of PE in an online environment.

Understanding what teachers experienced during the COVID-19 pandemic is important and helps inform our thoughts around the future of PE and specifically online PE moving forward. Although the hope is that much will move “back to normal” in the future, the possibility exists that physical educators will be faced with this situation again and will need quality, evidence-based techniques. Ignoring this possibility and hoping that it goes away is not an option if we want to provide the best PE environment for all students. Preparing for PE in an online environment and ensuring alignment with the Essential Components of PE is important. It is comforting to know that teachers are more willing than ever to embrace an online PE environment and the implications this willingness could have for improving instruction in both online and face-to-face PE in the future is one glimmer of hope to take away from the terrible situation that presented itself in the spring of 2020.

• Acknowledgments

The authors thank OPENPhysEd.org for sharing their data to help tell the story of what happened during the COVID-19 pandemic. We express our deepest sympathies to all of those who were impacted by the pandemic. We are stronger together.

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* Centeio is with the Department of Kinesiology and Rehabilitation Science, University of Hawaii at Manoa, Honolulu, HI, USA. Mercier is with the Health and Sport Sciences, Adelphi University, Garden City, NY, USA. Garn is with the School of Kinesiology, Louisiana State University, Baton Rouge, LA, USA. Erwin is with the Department of Kinesiology and Health Promotion, University of Kentucky, Lexington, KY, USA. Marttinen is with the College of Education and Human Development, George Mason University, Manassas, VA, USA. Foley is with the Department of Physical Education, State University of New York at Cortland, Cortland, NY, USA.

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Education research, issn online                                :   2394-4056, issn print                                   :   2394-4048, issn online     :     2394-4056, issn print        :     2394-4048, bring out the latest developments in the field of physical education, plant, animal and environmental sciences.

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Journal of Physical Education Research (JOPER) is a scientific publication. It is a peer reviewed and referred journal, officially publishes original research articles on Physical Education and its allied sciences. The JOPER is an open access international journal has four annual issues (March, June, September and December), with its own issue number and supplements if necessary for each issue. JOPER publishes in both printed and online version. It is devoted to the promotion of physical education and allied sciences. The experiences of different countries are very important to share on a platform like this. Therefore, this international journal serves to bring scholars from diver's background interns of their domain of specialization and scholarships and will enrich our understanding of various issues related to the physical education and sports. It also provides an International forum for the communication and evaluation of data, methods and findings in physical education and allied sciences. Based on the international character of the Journal, the articles/research papers can be published by authors from all over the world. The journal is under the indexing phase in several international bodies and organizations. The journal publishes scientific publications according to the criteria listed in the Guidelines for the Authors. Everyone who has met the requirements of the journal and who takes full responsibility for all that is written in the publication has the right to publish their article with us. The review and the corrections made by the editorial board and its associates do not dismiss the author (the co-authors) from the responsibility for his/her publication, and they also do not change its originality.

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Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

Order a Custom Research Paper

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• Expert degree-holding writers : Our team of writers consists of highly qualified professionals with advanced degrees in the field of education. They have extensive knowledge and experience in conducting research and writing academic papers, ensuring the highest quality of work.
• Custom written works : We understand the importance of originality in academic writing. Each research paper we deliver is custom-written from scratch, tailored to your specific requirements and guidelines. Our writers conduct thorough research and utilize credible sources to ensure the uniqueness and authenticity of your paper.
• In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
• Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
• Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
• Flexible pricing : We understand that as a student, you may have budget constraints. That’s why we offer flexible pricing options to accommodate your financial needs. Our pricing structure is transparent and competitive, ensuring that you receive excellent value for your investment.
• Short deadlines : If you are facing a tight deadline, our writing services can assist you. We offer short turnaround times, allowing you to place an order with a deadline as short as 3 hours. Our efficient and dedicated team will ensure that your research paper is delivered to you promptly, without compromising on quality.
• Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
• Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can communicate directly with your assigned writer, providing clarifications or additional instructions as needed.
• 24/7 support : Our customer support team is available 24/7 to address any questions or concerns you may have throughout the process. We are here to provide prompt and reliable assistance whenever you need it.
• Money-back guarantee : We are committed to your satisfaction. If, for any reason, you are not satisfied with the quality of the delivered research paper, we offer a money-back guarantee, ensuring that you have a risk-free experience.

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• DOI: 10.1123/JTPE.10.3.229
• Corpus ID: 141572591

Future Research on Physical Education Teacher Education Professors

• Published 1 April 1991
• Journal of Teaching in Physical Education

49 Citations

Learning on the fly: transitioning from doctoral student to physical education teacher educator, practical strategies for enhancing doctoral students' preparedness to teach, physical education teacher educators: a 25-year scoping review of literature, research lives of physical education teacher educators, doctoral student socialization: educating stewards of the physical education profession.

• Highly Influenced

Physical Education Graduate Student Socialization in a Research-Focused Master’s Program

Professional learning and development needs of chinese university-based physical education teacher educators, a qualitative study on the socialization of beginning physical education teacher educators., an exploration of the influence of professional relationships on the career pathways of physical education teacher educators, career transitions: decision-making dynamics regarding physical education teacher education doctoral program applications and entry, related papers.

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