What we know, what we do and what we should do with regard to the delivery of health education in lower secondary government schools in Western Australia
School of Education
Rhythmic and expressive movement is one physical education curriculum area where preservice teachers may experience lower levels of confidence and motivation. This study explored the influence of a standard dance curriculum and pre-packed rhythmic and expressive movement program on confidence and motivation to teach rhythmic and expressive movement. Undergraduate physical education students (n=101, male n=35, female n=66) with a mean age of 20.65 years (SD=2.76) completed a pre- and post-test measure of confidence and motivation to teach physical education (Confidence and Motivation to Teach Physical Education Questionnaire [CMTPE]) before and after completing 2 one-hour sessions of a standard dance curriculum condition (n=49) or prepackaged rhythmic and expressive movement program condition (n=52). Confidence and motivation scores appeared moderate to high but were lower for confidence in rhythmic and expressive movement as well as for the motivation subscales of guilt, professional expectations, and motivation. All confidence and motivation subscales as well as confidence in rhythmic and expressive movement and perceptions of pre-packaged program showed significant increases in scores from pre-test to post-test (p<.05), with most subscales not showing a time x condition interaction (p>.05), indicating that the pattern of change across time was not different for condition. There was a significant time x condition interaction for motivation (p<.05) with motivation increasing more for the pre-packaged program condition than for the dance curriculum condition. Thus, the programs both improved confidence and motivation and confidence in rhythmic and expressive movement but did not produce different effects. Given the lower initial confidence in rhythmic and expressive movement before the programs, it appears that training in rhythmic and expressive movement is important in physical education courses. Researchers and practitioners should continue to explore approaches to encourage physical education pre-service teachers to engage with rhythmic and expressive movement content.