The pedagogical cost of mismatched specialization: instructional struggles of non-pe majors in Physical Education teaching
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https://doi.org/10.17979/sportis.2026.12.2.13055Abstract
This study examined the pedagogical challenges experienced by non-Physical Education majors assigned to teach PE, focusing on their lived experiences, coping strategies, and adaptive instructional practices in performance-based settings. A qualitative descriptive design was employed to generate in-depth insights into this underexplored issue. Fifteen participants were purposively selected based on their direct experience teaching PE without formal specialization, ensuring information-rich narratives appropriate for qualitative inquiry. Data were collected through expert-validated open-ended interview questions, and ethical standards, including informed consent and confidentiality, were strictly observed. Thematic analysis was conducted using Colaizzi’s framework to systematically identify core themes and meanings embedded in participants’ accounts. Findings revealed recurring challenges related to limited confidence, difficulty delivering skills-based instruction, reliance on experiential learning, the need for creativity and adaptation, and the sustaining role of personal motivation. These results suggest that mismatched specialization affects pedagogical readiness while also prompting adaptive professional growth. The study highlights the need for structured mentoring, targeted professional development, and institutional support to strengthen instructional competence in PE. Theoretically, the findings contribute to the discourse on out-of-field teaching by emphasizing how subject mismatch shapes teacher identity, efficacy, and instructional practice. Overall, the study underscores the importance of aligning teacher specialization with curricular demands while supporting non-specialist educators through responsive educational policies and professional learning frameworks.
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