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The present study aimed to assess the influence of an emotional-based program for novice physical education teachers on their perception of the affective domain in teaching, and the influence of the program on their social-emotional orientation. Thirty-two physical educators in their induction year participated. Instrumentations included reflective assignments: individual tasks, a group artwork task, short videos containing student–teacher scenarios, and summary reflections. The study covered tasks that contained a variety of emotional expressions—verbalizing, acting, and art creation. Content analysis was conducted for each of the assignments. The results indicate that the participants felt that they gradually developed an awareness of the role of emotions in their practice. In addition to personal gain, they felt that their empathy for others—especially their students—was enhanced. These results highlight the important influence that an emotional-based program has on physical educators’ social-emotional orientation.
Sima Zach; Hily Rosenblum. The Affective Domain—A Program to Foster Social-Emotional Orientation in Novice Physical Education Teachers. International Journal of Environmental Research and Public Health 2021, 18, 7434 .
AMA StyleSima Zach, Hily Rosenblum. The Affective Domain—A Program to Foster Social-Emotional Orientation in Novice Physical Education Teachers. International Journal of Environmental Research and Public Health. 2021; 18 (14):7434.
Chicago/Turabian StyleSima Zach; Hily Rosenblum. 2021. "The Affective Domain—A Program to Foster Social-Emotional Orientation in Novice Physical Education Teachers." International Journal of Environmental Research and Public Health 18, no. 14: 7434.
Background The main purpose of the research was to examine the differences between adults in the age group 70+ and two other age groups (45–59 and 60–69), concerning their healthy and active lifestyle. The death toll of the current COVID-19 pandemic is strongly biased toward the elderly. However, some studies of crises suggest that older adults tend to perceive events as less stressful than do younger people. Therefore, we examined healthy behavior in populations at risk according to the age cutoff-points used by the Ministry of Health at the time of vaccination, and divided the participants into three age groups (45–59, 60–69, and 70+) following health organizations’ recommendations. Methods Participants were 1202 people, 381 males and 821 females, aged 45–90. A survey comprised of six parts was used: Demographic background, the International Physical Activity Questionnaire–short version, Positive and Negative Affect Schedule – PANAS, the Connor and Davidson Resilience Scale, a questionnaire for measuring depressive moods, and questions regarding weight change, based on the Israeli National Health and Nutrition (MABAT) survey. Data were collected in Israel during the first complete lockdown. The questionnaire was distributed via e-mail, WhatsApp, Twitter, and Facebook using a snowball sampling method. Results Resilience and negative feelings and depression symptoms were higher in age group 45–59 compared to 70+ year-old participants, and the depression symptoms score was also higher among participants aged 45–59 compared to ages 60–69. Physical activity was associated with higher resilience, fewer depression symptoms, and fewer negative emotions. Regarding gender and psychological variables, no differences were found. During the time of lockdown, weight change was not prevalent and sleeping hours increased. Conclusion In adults at 70+, the physical activity level, physical activity before and during the lockdown, emotions, sleeping hours, and weight change were similar to the other adult groups that were examined (45–59 and 60–69). However, in the older adults groups (70+ and 60–69), resilience and depression symptoms were lower than in the youngest age group.
Sima Zach; Aviva Zeev; Miki Ophir; Sigal Eilat-Adar. Physical activity, resilience, emotions, moods, and weight control of older adults during the COVID-19 global crisis. European Review of Aging and Physical Activity 2021, 18, 1 -8.
AMA StyleSima Zach, Aviva Zeev, Miki Ophir, Sigal Eilat-Adar. Physical activity, resilience, emotions, moods, and weight control of older adults during the COVID-19 global crisis. European Review of Aging and Physical Activity. 2021; 18 (1):1-8.
Chicago/Turabian StyleSima Zach; Aviva Zeev; Miki Ophir; Sigal Eilat-Adar. 2021. "Physical activity, resilience, emotions, moods, and weight control of older adults during the COVID-19 global crisis." European Review of Aging and Physical Activity 18, no. 1: 1-8.
The purpose of the study was to develop a comprehensive model that examines whether motor abilities and socioemotional adjustment contribute to the academic achievement and social functioning of students. Participants were 733 children, aged 6.04–13.72 years. Among them, 642 were typically achieving children, and 91 were children with learning disorders (LD). Measurements were: Children’s Sense of Coherence Scale, Children’s feelings of loneliness and social dissatisfaction, The Social Skills Rating System, and The Test of Motor Impairment–Henderson Revision. Results showed that LD explains all dependent variables in the model. According to this model, there is a valid reason for the controversy that still exists between policy makers who focus on academic achievement and early childhood educators who emphasize social skills and behavior.
Sima Zach; Orly Yazdi-Ugav. Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders. Sustainability 2021, 13, 2559 .
AMA StyleSima Zach, Orly Yazdi-Ugav. Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders. Sustainability. 2021; 13 (5):2559.
Chicago/Turabian StyleSima Zach; Orly Yazdi-Ugav. 2021. "Conceptual Model for Explaining Academic Achievements and Social Functioning of Students with and without Learning Disorders." Sustainability 13, no. 5: 2559.
The phenomenon of high attrition and dropout among novice teachers has been widely recognized as an issue that must be addressed. The current study aimed to explore this phenomenon in the field of physical education (PE). A longitudinal study using a mixed-methods approach was conducted. The participants consisted of 119 novice teachers at three points in time: during, at the end of the first year of internship, and two years after internship. Instruments included questionnaires, a semi-structured telephone survey, and in-depth face-to-face interviews. Results indicated that the majority of novice teachers intended to stay in the profession mainly due to idealistic reasons. Emotional and professional support from senior staff and/or management proved to be important to their decision to persist in the profession. Barriers that were found distinctive to PE included poor working conditions such as a lack of facilities or equipment. Additionally, participants reported discouragement from the discovery that PE was perceived as a less important subject in comparison to other school subjects. The vast majority reported that they had not been sufficiently prepared for the realities of the teaching profession.
Sima Zach; Ayelet Dunsky; Hanan Stein; Olga Litvin; Devora Hellerstein. Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession. Sustainability 2020, 12, 3830 .
AMA StyleSima Zach, Ayelet Dunsky, Hanan Stein, Olga Litvin, Devora Hellerstein. Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession. Sustainability. 2020; 12 (9):3830.
Chicago/Turabian StyleSima Zach; Ayelet Dunsky; Hanan Stein; Olga Litvin; Devora Hellerstein. 2020. "Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession." Sustainability 12, no. 9: 3830.
Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.
Sima Zach; Miki Ophir. Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education. Sustainability 2020, 12, 2879 .
AMA StyleSima Zach, Miki Ophir. Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education. Sustainability. 2020; 12 (7):2879.
Chicago/Turabian StyleSima Zach; Miki Ophir. 2020. "Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education." Sustainability 12, no. 7: 2879.
The aim of this study was to portray a model that describes the relationships between personality traits, life satisfaction, positive and negative affects, stress, and academic achievements among physical education teacher education students. Participants were 173 first-year students. Four questionnaires were used to collect data: The Big Five Personality Inventory; the five-item Satisfaction with Life Scale; the Positive and Negative Affect Schedule; and the Perceived Stress Scale. In addition, the students' average grades were calculated. A Structural Equation Modeling for analyzing the structural model was performed. According to the model, 47% of the variance in subjective well-being is explained by personality traits, and 23% of the variance in academic achievement is explained by subjective well-being and the direct and indirect effects from the personality traits. Our study provides an understanding of the predictive power of personality traits and subjective well-being on academic achievements of physical education student teachers.
Sima Zach; Varda Inglis. The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students. Journal of Cognitive Education and Psychology 2019, 18, 52 -66.
AMA StyleSima Zach, Varda Inglis. The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students. Journal of Cognitive Education and Psychology. 2019; 18 (1):52-66.
Chicago/Turabian StyleSima Zach; Varda Inglis. 2019. "The Relationships Between Personality Traits, Subjective Well-Being, and Academic Achievements Among Physical Education Teacher Education Students." Journal of Cognitive Education and Psychology 18, no. 1: 52-66.
For many amateur long-distance runners the marathon is not merely an event – it is a demanding activity, both physically and mentally. While being immersed in this activity they enter the running social world and undergo a process of identity transformation. This process encompasses immersion into a ‘zone’ that is often outside the partnership of marriage and includes absorption into social networks that are unlimited in time and place. In this study, an ethnographic research design was utilized, employing a combination of participant observation, interviews, and website analysis. Key findings illustrate both the complexity and the fragility regarding the encouragement of the non-running partner. It is suggested that, even if the non-running partner is supportive, embracing a serious marathon identity by the running partner can jeopardize the marriage. In other words, the partnership may crumble due to the identity transformation of one of the partners when the other doesn’t play an active part in the new social world.
Assaf Lev; Sima Zach. Running between the raindrops: Running marathons and the potential to put marriage in jeopardy. International Review for the Sociology of Sport 2018, 55, 509 -525.
AMA StyleAssaf Lev, Sima Zach. Running between the raindrops: Running marathons and the potential to put marriage in jeopardy. International Review for the Sociology of Sport. 2018; 55 (5):509-525.
Chicago/Turabian StyleAssaf Lev; Sima Zach. 2018. "Running between the raindrops: Running marathons and the potential to put marriage in jeopardy." International Review for the Sociology of Sport 55, no. 5: 509-525.
The World Health Organization (WHO) announced the 'Global School Health Initiative' in 1995 following recommendations formulated in the Ottawa Charter for Health Promotion. Hence, the aims of the present study were to describe the various programs for nurturing an active and healthy lifestyle implemented during 2011-12 in schools in Israel, and to identify variables that may explain the success versus lack of success in implementing these programs. Participants were a nationwide representative sample of 126 school principals from six supervisory districts of the Ministry of Education, including six sectors, from the elementary, junior-high and senior-high school levels. Semi-structured telephone interviews were recorded and processed using the ATLAS.ti software for qualitative analysis. Physical education teachers, sciences teachers and social coordinators led the programs' implementation. The programs included four main activities domains: health, physical education, nutrition and sustainability. Three types of program implementation were observed: leading principles, teaching methods, and external programs. Parents were involved mostly in elementary schools. Evidence of program integration into school life was presented by changes in children's behaviors, whereas difficulties stemmed from lack of budget and teaching hours. Science and physical education lessons constituted the anchor for the programs. The schools needed a committed leader to help conduct and maintain the program. Thus, the role of the school principal was to initiate the idea of developing a program, encourage its implementation, select a leader for the program, and then, most importantly, to reinforce the teachers' enthusiasm.
Sima Zach; Varda Inglis; Aviva Zeev; Michal Arnon; Yael Netz. Active and Healthy Lifestyle – Nationwide Programs in Israeli Schools. Health Promotion International 2017, 33, 946 -957.
AMA StyleSima Zach, Varda Inglis, Aviva Zeev, Michal Arnon, Yael Netz. Active and Healthy Lifestyle – Nationwide Programs in Israeli Schools. Health Promotion International. 2017; 33 (6):946-957.
Chicago/Turabian StyleSima Zach; Varda Inglis; Aviva Zeev; Michal Arnon; Yael Netz. 2017. "Active and Healthy Lifestyle – Nationwide Programs in Israeli Schools." Health Promotion International 33, no. 6: 946-957.
The purpose of this review was to organize the results of studies conducted during the last 18 years into a body of knowledge concerning the link between physical education (PE) and academic achievement (AA). Such knowledge may help in clarifying the role of PE in the schools, whose main focus is on improving the AA of the children. The term PE is used to denote those classes taught in the framework of a school curriculum in which physical activity is at the centre. The reviewed studies were divided into three categories: the ‘political’, in which a rationale is provided for PE in mainly achievement-oriented academic schools (n = 10); the ‘interventionist’, in which it is shown that PE given in accordance with a defined intervention programme influences AA (n = 10); and the ‘integrative’, in which it is determined how physical activity incorporated into the daily routine of academic studies contributes to AA (n = 5). The significance of the reviewed studies in each category is discussed, as well as the advantages and limitations of the studies. Ideas for future research on the link between PE and AA are proposed.
Sima Zach; Ella Shoval; Ronnie Lidor. Physical education and academic achievement—literature review 1997–2015. Journal of Curriculum Studies 2016, 49, 703 -721.
AMA StyleSima Zach, Ella Shoval, Ronnie Lidor. Physical education and academic achievement—literature review 1997–2015. Journal of Curriculum Studies. 2016; 49 (5):703-721.
Chicago/Turabian StyleSima Zach; Ella Shoval; Ronnie Lidor. 2016. "Physical education and academic achievement—literature review 1997–2015." Journal of Curriculum Studies 49, no. 5: 703-721.
This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students’ social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary students (642 without LD; 91 with LD). Homeroom teachers assessed students’ academic achievements, behavior problems, and social skills. Students completed questionnaires regarding their loneliness feelings. Regression analysis showed that academic achievement and behavior problems explained approximately 70% of the students’ social skills variance, whereas LD did not, and loneliness explained social skills variance only among boys. These unexpected but encouraging findings are discussed in terms of the positive process of change that occurred since the announcement of the Israeli National Special Education Law of 1988, which made it possible for students with LD to be integrated in regular classes.
Sima Zach; Orly Yazdi-Ugav; Aviva Zeev. Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders. School Psychology International 2016, 37, 378 -396.
AMA StyleSima Zach, Orly Yazdi-Ugav, Aviva Zeev. Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders. School Psychology International. 2016; 37 (4):378-396.
Chicago/Turabian StyleSima Zach; Orly Yazdi-Ugav; Aviva Zeev. 2016. "Academic achievements, behavioral problems, and loneliness as predictors of social skills among students with and without learning disorders." School Psychology International 37, no. 4: 378-396.
We examined the relationships between physical activity and Internet use habits, using the Theory of Planned Behavior (TPB) and the Health Action Process Approach (HAPA) model as a framework. The purpose was to examine how Internet access, digital use, and time spent online correlate with the odds of engaging in three types of PA: strenuous, moderate, and muscle-strengthening Data relied on the Annual Social Survey conducted by Israel's Central Bureau of Statistics in 2010, with 6035 participants aged 20–65. Logistic regressions revealed that the odds of engaging versus not engaging in three types of physical activity were higher among Internet users compared to non-users. The odds of engaging versus not engaging in strenuous physical activity were higher among those who used the Internet for studying, social media, and downloading; in strengthening muscles were higher among those who used the Internet for seeking information and social media; and in moderate physical activity were higher among those who used the Internet for studying, compared to non-users. We suggest that the measured digital uses represent intention and action plans similar in their determinants to being physically active. Health care decision makers should increase availability of information on the Internet regarding a healthy lifestyle, concentrating on leisure-time physical activity habits.
Sima Zach; Sabina Lissitsa. Internet use and leisure time physical activity of adults – A nationwide survey. Computers in Human Behavior 2016, 60, 483 -491.
AMA StyleSima Zach, Sabina Lissitsa. Internet use and leisure time physical activity of adults – A nationwide survey. Computers in Human Behavior. 2016; 60 ():483-491.
Chicago/Turabian StyleSima Zach; Sabina Lissitsa. 2016. "Internet use and leisure time physical activity of adults – A nationwide survey." Computers in Human Behavior 60, no. : 483-491.
The aim of this study was to examine the effect of a 12-week intervention program on motivational climate in physical education (PE) lessons, on female adolescents' self-efficacy for independent training in leisure time, and on physical fitness measures. Participants were 154 female high school students divided into three groups: (1) received a program to enhance motivation for physical activity (PA) during PE lessons and in leisure time, using the internet; (2) followed the regular curriculum in addition to self-report at the end of each lesson, using smartphone application; (3) engaged in standard PE lesson activities. A self-efficacy for training questionnaire, a motivational climate questionnaire, and tests of physical fitness were administered. Findings indicated improvement pre-post in motivational climate and in the physical fitness measures, and a decline in the intensity of negative affect towards running, in all three groups. Incorporating innovative ways, and promoting self-accountability using self-documentation encourage students to exercise during their leisure time.
Sima Zach; Tamar Raviv; Yoav Meckel. Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time. Computers in Human Behavior 2016, 60, 593 -601.
AMA StyleSima Zach, Tamar Raviv, Yoav Meckel. Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time. Computers in Human Behavior. 2016; 60 ():593-601.
Chicago/Turabian StyleSima Zach; Tamar Raviv; Yoav Meckel. 2016. "Using information communication technologies (ICTs) for motivating female adolescents to exercise/run in their leisure time." Computers in Human Behavior 60, no. : 593-601.
The effect of three types of physical activity on two types of working memory were investigated. Participants were 20 adult males who trained twice a week in volleyball two hours per session. Procedures included two pre and post intervention tests of working memory: the Digit span and Visual Memory Span subtests of the Wechsler Memory Scale–Revised. Interventions included tactical volleyball formation, body-weight resistance exercises, 15 minutes of running, and sub-maximal aerobic activity. Volleyball activity improved memory performance to a greater extent than the other two activities. Results indicate that immediately after acute exercise there is an increase in working memory function, more evident after physical activity in which cognitive functioning is inherent.
Sima Zach; Eyal Shalom. The Influence of Acute Physical Activity on Working Memory. Perceptual and Motor Skills 2016, 122, 365 -374.
AMA StyleSima Zach, Eyal Shalom. The Influence of Acute Physical Activity on Working Memory. Perceptual and Motor Skills. 2016; 122 (2):365-374.
Chicago/Turabian StyleSima Zach; Eyal Shalom. 2016. "The Influence of Acute Physical Activity on Working Memory." Perceptual and Motor Skills 122, no. 2: 365-374.
The aim of this study was to test and expand the Motivation of Marathoners Scale (MOMS) model (Masters et al., 1993). The MOMS questionnaire was distributed to 306 male and female marathon runners (age range: 20–77 years) with experience in marathon running (range: 1–44 runs). A confirmatory factor analysis (CFA) revealed that the original model failed to fit the data. Hence, exploratory factor analysis (EFA) was performed to test the best factorial solution for the current data, and a subsequent CFA was performed on the revised factorial structure. Then, a series of EFAs using maximum likelihood factor extraction method were performed. The best structure solution for model-data fit resulted in 11 factors: psychological coping—emotional-related coping, psychological coping—everyday-life management, life meaning, self-esteem, recognition, affiliation, weight concerns, general health orientation—reduced disease prevalence and longevity, general health orientation—keep fit, competition, and personal goal achievement. This study provides a sound and solid framework for studying motivation for physically demanding tasks such as marathon runs, and needs to be similarly applied and tested in studies incorporating physical tasks which vary in mental demands.
Sima Zach; Yan Xia; Aviva Zeev; Michal Arnon; Noa Choresh; Gershon Tenenbaum. Motivation dimensions for running a marathon: A new model emerging from the Motivation of Marathon Scale (MOMS). Journal of Sport and Health Science 2015, 6, 302 -310.
AMA StyleSima Zach, Yan Xia, Aviva Zeev, Michal Arnon, Noa Choresh, Gershon Tenenbaum. Motivation dimensions for running a marathon: A new model emerging from the Motivation of Marathon Scale (MOMS). Journal of Sport and Health Science. 2015; 6 (3):302-310.
Chicago/Turabian StyleSima Zach; Yan Xia; Aviva Zeev; Michal Arnon; Noa Choresh; Gershon Tenenbaum. 2015. "Motivation dimensions for running a marathon: A new model emerging from the Motivation of Marathon Scale (MOMS)." Journal of Sport and Health Science 6, no. 3: 302-310.
Despite scientific evidence regarding the benefits of strength training, participation rates in the general population, particularly among females, remain low. Physical education student teachers are a subset of the population whose aim is to educate the public about the paramount importance of physical activity, including the importance of strength training. This study aimed to explore physical education student teachers’ motives for participation in, knowledge of, and stereotypic perceptions regarding strength training, as well as their strength training habits. A questionnaire was administered to a sample of 204 male and female physical education student teachers from a physical education teachers college located in central Israel. Findings regarding training habits from the sample show that about 80 % of the females participating in strength training used light-moderately light resistance in their routine, while about half of the strength training males used light-moderately light resistance and half used heavier resistance. Regarding motives, muscular development was rated as the strongest motive among participants who did light-moderately light weights compared with participants who exercised with heavier weights. No significant gender differences were demonstrated. Strength training participants received higher scores in knowledge of strength training compared to non-strength training participants. The most promising result of this study is that more knowledge was associated with perceptions favoring strength training for both females and males. Still, physical education student teachers, especially males, as well as non-strength training females, held stereotypic perceptions regarding strength training and gender role expectations. Therefore, increased knowledge about strength training may prove to be helpful in decreasing these stereotypic perceptions.
Sima Zach; Tal Adiv. Strength Training in Males and Females – Motives, Training Habits, Knowledge, and Stereotypic Perceptions. Sex Roles 2015, 74, 323 -334.
AMA StyleSima Zach, Tal Adiv. Strength Training in Males and Females – Motives, Training Habits, Knowledge, and Stereotypic Perceptions. Sex Roles. 2015; 74 (7-8):323-334.
Chicago/Turabian StyleSima Zach; Tal Adiv. 2015. "Strength Training in Males and Females – Motives, Training Habits, Knowledge, and Stereotypic Perceptions." Sex Roles 74, no. 7-8: 323-334.
We examined the relationship between social physique anxiety (SPA) and physical activity (PA) in 3-generation families, and also looked at gender differences related to SPA and PA. Self-presentation concerns as related to PA were examined by means of SPA in a sample of 811 participants from 218 families and spanning 3 generations. Participants assessed their SPA and recorded their PA over 1 week. Gender differences in SPA appeared across 3 generations such that females had higher SPA levels than did males. Significant correlations appeared between girls and mothers, boys and fathers, husbands and wives, and fathers and their fathers. Nevertheless, PA level was found not to be related to SPA. As correlations were found between parents and their children across 3 generations, changing behavior should be targeted both in schools and in the community.
Sima Zach; Yael Netz. Self-Presentation Concerns and Physical Activity In Three-generation Families. Social Behavior and Personality: an international journal 2014, 42, 259 -267.
AMA StyleSima Zach, Yael Netz. Self-Presentation Concerns and Physical Activity In Three-generation Families. Social Behavior and Personality: an international journal. 2014; 42 (2):259-267.
Chicago/Turabian StyleSima Zach; Yael Netz. 2014. "Self-Presentation Concerns and Physical Activity In Three-generation Families." Social Behavior and Personality: an international journal 42, no. 2: 259-267.
Background: The term teacher efficacy is defined as teachers' belief in their ability to significantly affect their pupils' learning. Studies in the physical education (PE) domain seeking sources of teaching efficacy reported on the links among external environmental factors, content knowledge, and ‘learners’ active engagement in learning, and the effect of these ties on teachers' efficacy. In the majority of the studies, self efficacy was assessed mostly on in-service experienced teachers. Purpose: to study teaching efficacy of pre-service (second and third year) and student teachers STs (fourth year) in a four-year teacher education program, and to determine whether their teaching efficacy changed during any one year of the program. Participants and data collection: Two hundred and three pre-service teachers enrolled in second, third, and fourth year of a teacher education program (N = 53, 95, and 55 respectively) filled out questionnaires that examined their general teaching efficacy (GTE) and physical education teaching efficacy (PETE) in the beginning and at the end of one academic school year. Data analysis: A MANOVA test was performed to explore the differences among three groups of students in the questionnaire factors. In order to examine whether one year of teacher education has an influence on the teaching efficacy of STs, t-tests were conducted. Findings: Teaching efficacy of STs significantly increased along one year of college education for all participants in all of the questionnaire factors. Conclusions: This study presents a comprehensive new instrument for evaluating PE teachers' efficacy. Based on the data, the teacher education program provided STs with sufficient knowledge, competencies, and practicum to enhance the teaching efficacy needed for actual teaching. Practical implications suggest evaluating the program in order to eliminate its weaknesses and preserve its strengths. For example, the longer the STs' experience was, the greater was their efficacy. Therefore, extending field experience and including sport and movement classes that emphasize the practice of teaching methods, are vital for teacher education programs intended to produce qualified and confident graduates.
Sima Zach; Israel Harari; Nurit Harari. Changes in teaching efficacy of pre-service teachers in physical education. Physical Education and Sport Pedagogy 2012, 17, 447 -462.
AMA StyleSima Zach, Israel Harari, Nurit Harari. Changes in teaching efficacy of pre-service teachers in physical education. Physical Education and Sport Pedagogy. 2012; 17 (5):447-462.
Chicago/Turabian StyleSima Zach; Israel Harari; Nurit Harari. 2012. "Changes in teaching efficacy of pre-service teachers in physical education." Physical Education and Sport Pedagogy 17, no. 5: 447-462.