Evaluating Models of Teacher Confidence and Motivation in the Field of Primary Physical Education

Background: Primary school physical education provides opportunities for children to be active in environments that support the development of movement and sports skills. In Australia, primary physical education is regularly delivered by generalist primary school teachers, who may have limited training and lack confidence and motivation in the curriculum area.

Aims: The aim of the research was to evaluate models representing the relationships between confidence and motivation to teach primary school physical education.

Methods: A sample of 211 pre-service and 107 in-service teachers completed the Confidence and Motivation to Teach Primary Physical Education Questionnaire (CMTPPEQ). Path analysis was used to evaluate causal links in the relationship between confidence and motivation for teaching primary school physical education. The model also explored how demographic variables (e.g., years of teaching, activity instructed) influence confidence and motivation.

Results: Model 1 distinguished between specialist and non-specialist physical education teachers while Model 2 was specific to non-specialist teachers. Both models achieved an acceptable fit. Variables including sporting background and years of teaching supported stronger path coefficients in relation to confidence and motivation, with confidence factors also predicting motivation factors.

Discussion: Results indicated that differences exist in how specialist and non-specialist teachers engage in teaching primary physical education. It is important that a continuing focus is directed towards the content and practice preparation of primary teachers to support them to successfully deliver this curriculum area.

Conclusion: The findings reinforce the assertion that a range of individual and experiential variables interact to influence confidence and motivation to teach primary physical education.