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February 22, 2024Sport Education and SocietyOpen Access

Applying the concept of ‘PE-for-sport-literacy’: exploring pre-service teacher identities with a new way of teaching sport

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Authors

JWJohn WilliamsSPShane Pill

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Overview

Qualitative analysis reveals varied adoption of sport literacy in physical education pre-service teachers, suggesting taught concepts do not automatically become practice.

Key Points

  • Pre-service teachers displayed mixed uptake of pe-for-sport-literacy, with just over half convincingly articulating first-person intentions to enact the framework in future teaching.
  • Analysis of written assessment tasks applied Elias's figurational model of personal pronouns alongside concepts of habitus and established and outsider theory.
  • Findings demonstrate that physical education teacher education content does not automatically shape practice, highlighting ongoing challenges in teacher identity formation.

Cite This Study

Williams et al. (2024) studied this question.

synapsesocial.com/papers/68e780ddb6db6435876f4698https://doi.org/10.1080/13573322.2024.2318407
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Physical education teacher education matters – This is how!2026
  2. 2Beyond the riverbank: the opportunities of adopting a strengths-based approach to health within Norwegian PETE2026
  3. 3Learning and enacting inclusive practices through signature pedagogies in physical education teacher education2026
  4. 4Negotiating professional identity in examination-driven schooling: a Q-method study of physical education teachers2026
  5. 5‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education2024 · 6 citations