Different qualities for a physical education teacher are essential (Pangrazi 1983; Lumpkin 1986; Siedentop 1991; Wuest & Bucher 1995). The time available for preservice physical education teacher's skill proficiency development is insufficient and the standard of sport skills of our first year entrants are generally rather undesirable (Tsui, Cheung & Chan 1997). Preservice physical education student teacher in HKIEd were encouraged to participate in a variety of after school sports training programs (STP). The purpose of this study was to explore the relationships between the after school STP and student teacher's qualities including communication skill, enthusiasm, confidence, leadership & skill proficiency, as well as their teaching qualities including planning skill, instructional skill, feedback skill, observation skill & demonstration skill. All physical education student teachers (n=381) in full- time certificate courses were recruited to complete a questionnaire. The subjects were divided into three categories: participation levels of the STP, sex group & year group. The criterion variables refer to student-teachers' qualities and teaching qualities. Data was computed with Statistical Package for the Social Sciences (SPSS). One-way Anova & t-test were used to analyze if there were any significant differences in student-teachers' qualities and teaching qualities among sex, year and 4 different levels of participation. From the results, there were significant differences in skill proficiency (p =.024) and leadership (p=.02) qualities of student-teacher among the four participation levels. There were no significant differences in teaching qualities among the 4 levels. It is interesting to find out that the level 2 students ranked the highest means and demonstrated a highest value for the STP. Skill proficiency (p=.046) and confidence (p=.04) in student qualities among year groups were viewed as significant qualities. Demonstration skill (p=.011) in teaching qualities was found as significant qualities among year group. There was no significant difference between sex groups in students' qualities. The correlation of most students' qualities were moderate. Strong correlation (.712) between enthusiasm & confidence were found. There were also high correlation (.697) between qualities of skill proficiency and confidence. Educators consider an effective physical education teacher should master specific physical skills and propose that skill proficiency can be improved through practice. It is concluded that STP was considerable valuable and beneficial for improving students' qualities & teaching qualities.
|Publication status||Published - 1997|