%0 Journal Article
%T Learning to teach physical education for health: breaking the Curriculum Safety Zone
%J Research quarterly for exercise and sport
%D 2020
%A Zhu, Qiao
%A Shen, Hejun
%A Chen, Ang
%V ePub
%N ePub
%P ePub-ePub
%X PURPOSE: Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ.
METHOD: Pre-service teachers (n = 14) from a sport-centered PETE program were trained to teach a Health-First curriculum module and their peers (n = 14) a traditional sport module. Each group taught their respective module to 14 intact 7th grade classes in 14 schools in China. A mixed-methods design was used. Quantitative data on learner knowledge gain were collected from the learners. Qualitative data included lesson observation fieldnotes, social-media posts, and interview responses and were gathered from the pre-service teachers.
RESULTS: Learners in the Health-First schools gained more knowledge than those in the Comparison schools (t26 = 2.92, p = .007, Cohen's d = 1.10). Qualitative evidence was triangulated using a Health-First vs. Comparison contrasting approach with open-, axial-, and selective-coding to generate themes. The themes were Confidence in Doubt, Lesson Plans to the Rescue, Professional Development is Necessary But…, and Student Learning Save the Day! A grounded theory was developed using the themes and interpreted using the Interconnection Model of Teacher Professional Growth.
CONCLUSION: Breaking CSZ requires a synergistic effort with carefully designed professional development, detailed lesson plans, an effective support network, and, most important of all, a powerful curriculum that can elicit observable and measurable learner achievement. Language: en
%G en
%I American Alliance for Health, Physical Education, Recreation, and Dance
%@ 0270-1367
%U http://dx.doi.org/10.1080/02701367.2020.1769008