Beliefs of Pre-Service Teachers toward Competitive Activities and the Effect on Implementation and Planning for Physical Education Classes.

Introduction Pre-service teachers (PSTs) consistently rely on previous knowledge, values, and beliefs that can play an instrumental role in the way they instruct students (McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004) during activities that have a competitive curricular focus. Teachers may have prior beliefs before they enter preservice programs (Doolittle, Dodds, & Placek, 1993), and these beliefs might be translated into how teachers implement their lessons, intentions, and the principles they find important to follow (Tabacbnick & Zeichner, 1984). Previously learned sport experiences can influence content, curriculum (Rovegno, 1993, 1995), and planning of tasks (Doolittle et al., 1993; Placek et al., 1995). Although curricular models can vary, competitive activities can be incorporated into many of the activities that students experience in physical education (PE). PE can serve as an important part of introducing physical activities to youth for the first time (CDC, 2012) and help cultivate an interest in regular physical activity. This is especially important to consider when instructing middle school students, as physical activity then often declines (Sallis, Prochaska, & Taylor, 2000). The Theory of Reasoned Action (TRA) is the framework for this study. TRA, or attitude theory, suggests that teachers' affect and cognition or knowledge may influence how an individual interprets an activity (Ajzen, 2005). Attitudes may affect teachers' perceptions and beliefs about PE, and these perceptions and beliefs may affect how teachers might implement lessons (Zimbardo & Leippe, 1991). While PST programs and how these programs can affect the beliefs of teachers have been studied (Biddle & Goudas, 1997; Graber 1998; Kulinna, Silverman, & Keating, 2000; Munby, 1984), teachers' beliefs and their actual practice have not been fully explored (Tsangaridou, 2006). Beliefs can be difficult to define (Pajares, 1992), and literature on teachers' beliefs influencing action is limited (Kulinna et al., 2000; Pajares, 1992; Tsangaridou & O' Sullivan, 2003). Teachers may hold salient or strong beliefs regarding competition (Ajzen, 2005), and these beliefs can influence how teachers carry out certain actions or behaviors, especially in their instruction. McIntyre, Byrd, and Fox (1996) found that pre-service teachers considered their teaching experiences during their pre-service training to be of value. Understanding teacher beliefs regarding competitive activities, and if those beliefs affect instruction, can be key to unlocking a more productive learning environment. Planning is an important part of shaping the students' experiences in PE classes (Placek, 1984; Rink 2003; Stroot & Morton, 1989). Thus, the beliefs that PE teachers hold are an integral part in how they plan and implement competitive activities in their gymnasia (McCaughtry & Rovegno, 2003). The teachers' prior experience can affect their instruction. Teaching can be a combination of knowledge of subject matter, curricular knowledge, and of teaching methods (Eraut, 1985; Grossman, 1990; Shulman, 1986). Instructional variables included in planning that create successful learning opportunities for students have been identified as time and appropriate practice (Carroll, 1989; Silverman, Tyson, & Morford, 1988), skill progression, and accountability (French et al., 1991; McCaughtry & Rovegno, 2003; Rikard, 1992; Rink, 1994, 2003; Silverman, Kulinna, & Crull, 1995) and can not only increase students' success in an activity, but may also be incorporated into PST planning. While the study of beliefs is difficult (Pajares, 1992), researchers agree that beliefs should become an integral element in the study of PE (Graber, 1998; Graham, Hohn, Werner, & Woods, 1993; Kulina et al., 2000). There has been little investigation, however, into the beliefs that PSTs hold regarding competitive activities. …