Qualification and implication of kindergarten teachers towards physical education
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- Mª Ángeles Valdemoros San Emeterio+−
- Eva Sanz Arazuri+−
- Ana Ponce de León Elizondo+−
- Rosa Ana Alonso Ruiz+−
Abstract
The aim of this study was to determine the relationship between the type of teacher training in physical education and the actual active learning time in school physical education. The sample was composed of 349 active kindergarten teachers from 59 Spanish schools. Data were collected through the "Health Education through Physical Education in Kindergarten Questionnaire” of which sixteen variables were analyzed, providing information about the active learning time in physical education, teacher´s perception of time needed a week to implement a physical education program, perceived difficulties in physical education implementation, and the type of physical education teacher training received by the subjects. The results indicate that the higher the teachers' physical education training qualifications, the more time they think is needed to implement physical education and the higher the active learning time in physical education. None of the perceived difficulties was associated with teachers' specific training in physical education. Conclusions: Specific training programs to increase kindergarten teachers' qualification in physical education could increase motor experiences in the kindergarten curriculum, as well as physical activity in the early ages.
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