Given the fact that PE teachers are considered to be vital in educating students to live healthy and active lifestyles (Pate et al., 2006), increasing PE teacher effectiveness seems essential. Source Credibility Theory (Hovland, Janis, & Kelley, 1953) suggests that PE teachers’ effectiveness may be enhanced when students view them as more credible. Surprisingly, little research on PE teacher effectiveness has focused on PE teacher credibility. The purpose of this study was to investigate what and how sources informed elementary students’ construction of PE teacher credibility.
Method:
Two boys and two girls of high and low skill levels were selected from grades 3 and 5 (N=8) from a school employing a PE teacher with over 20 years of experience and holding National Board Certification. Data were generated in the school setting utilizing (a) observations, (b) field notes, (c) open-ended questionnaire, (d) student drawings, (e) photo elicitation exercise, and (g) group and individual interviews. Source Credibility Theory (Hovland et al, 1953), constructionism and symbolic interactionism (Blummer, 1969) provided a theoretical framework for the study.
Analysis/Results:
Miles and Huberman’s (1994) four-stage analysis procedure was utilized to analyze data inductively and identify commonalities and themes. Analysis revealed that the PE teacher was the primary source influencing students’ construction of PE teacher credibility. To a much lesser degree, family, friends, coaches, and other teachers were secondary sources supporting and adding to the information provided by the PE teacher. Places, objects, and food were tertiary sources informing and supporting the information provided by primary and secondary sources. It appeared that students had a confined construction of PE teacher credibility since the majority of students had only one PE teacher in their lifetime, which may have limited their exposure to different PE environments and a more indiscriminate conception of credibility.
Conclusions:
If PE programs are designed to lead children and adolescents to be physically educated and active for a lifetime (Graham, Holt/Hale, & Parker, 2010), understanding what and how sources influence students’ construction of PE teacher credibility and consequently, PE teacher effectiveness appears necessary. The findings from the study indicate that PE teachers may be the most influential source about PE and consequently, be mindful of the information they provide to students as students used this knowledge to construct perceptions of PE teacher credibility. In addition, the findings support the literature indicating role modeling as a powerful tool in learning (NASPE, 2009).