Physical Education Preservice Teachers' Adaptations to Lesson Plans in an Introductory Methods Class

The purpose of this study was to investigate the adaptations made to core practices in lesson plans (LPs) during the first methods class in a physical education teacher education program. In addition, it was assessed whether the adaptations to core practice were classified as modifications or refinements. Trained coders assessed preservice teachers’ (PSTs) (n=71) adaptations to LPs following their teaching episode in frisbee and parkour during an introductory methods class. They also classified the adaptation as either a modification (i.e., substantial change) or a refinement (i.e., finetuning). Overall, 156 adaptations were coded in frisbee and 342 in parkour, with an average of 7 adaptations per lesson plan for both frisbee and parkour. Respectively task presentation (36% of all adaptations for frisbee and 32% for parkour), active supervision and monitoring (20% for frisbee and 25% for parkour), management (20% for frisbee and 15% for parkour), and content development (16% for frisbee and 23% for parkour) were adapted the most by PSTs. In contrast, adaptations for goals and assessment (5% for frisbee and 2% for parkour), and rules and routines (3% for both frisbee and parkour) were rarely made. Most adaptations were modifications instead of refinements, except for active supervision and monitoring. This research deepens our understanding of how preservice physical education teachers develop adaptive competence in a first methods class.