Document Type : Research Paper
Authors
1
Department of Sports Management and Planning, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2
Associate Professor, Department of Sports Management, Faculty of Sport Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran,
Abstract
Extended Abstract
Background and Purpose
In today’s world, children’s physical inactivity has become a major public health concern. Despite widespread awareness of the benefits of physical activity, evidence indicates that only about 20% of children and adolescents meet the World Health Organization’s recommendation of at least 60 minutes of daily physical activity. This situation highlights the critical role of physical education teachers in fostering healthy and active lifestyles among future generations. Two fundamental factors contribute to effective and high‑quality physical education: physical literacy and teacher self‑efficacy. Physical literacy encompasses the motivation, confidence, physical competence, knowledge, and understanding necessary for lifelong engagement in physical activity. Similarly, teacher self‑efficacy refers to teachers’ belief in their ability to effectively design, manage, and deliver physical education classes. Together, these attributes not only enhance instructional quality but also directly influence students’ motivation, participation, and holistic development. Therefore, the present study aims to examine the effect of a selected professional development program on improving these two critical dimensions.
Methods
This study was applied in nature and employed a quasi‑experimental design using a pre‑test–post‑test with a control group. The statistical population consisted of elementary school physical education teachers in Kermanshah Province during the 2023–2024 academic year. A total of 70 teachers (35 in the experimental group and 35 in the control group) were selected through purposive non‑random sampling. To ensure homogeneity, participants were stratified by gender and then randomly assigned to the two groups. Inclusion criteria included being a full‑time teacher, having no prior experience with similar programs, and providing written informed consent.
Data were collected using two standardized questionnaires:
1. Perceived Physical Literacy Questionnaire (PPLQ): This 9‑item tool assessed teachers’ physical literacy across three components (knowledge and understanding, self‑confidence, and self‑expression). Reliability was confirmed with Cronbach’s alpha coefficients of 0.82 and 0.85 for the experimental and control groups, respectively.
2. Teacher Sense of Efficacy Scale (TSES): This 24‑item instrument evaluated teachers’ self‑efficacy in three domains (student engagement, instructional strategies, and classroom management). Reliability was confirmed with Cronbach’s alpha values of 0.91 and 0.89.
The pre‑test was administered to both groups. The experimental group then participated in an eight‑session professional development program (120 minutes per session), which combined theoretical and practical content focusing on physical literacy concepts, motor learning, movement game design, and interval training. Trainers provided both individual and group feedback. The control group did not receive any intervention. Finally, the post‑test was conducted for both groups. Data were analyzed using SPSS software and multivariate analysis of covariance (MANCOVA).
Results
The descriptive analysis revealed that the highest frequency among participants corresponded to teachers with 16 to 20 years of teaching experience (20 teachers). Most participants held a Master’s degree (39 teachers), and the predominant age group was 41 to 50 years (30 teachers). Gender distribution was approximately balanced between male and female teachers.
Analysis of pre‑test and post‑test scores demonstrated substantial improvements in the experimental group across all dimensions of physical literacy (knowledge and understanding, confidence, self‑expression) and self‑efficacy (student engagement, instructional strategies, classroom management). In contrast, changes in the control group were minimal.
To ensure the appropriateness of multivariate analysis of covariance (MANCOVA), several assumptions were tested. Box’s M test confirmed the homogeneity of covariance matrices (Sig = 0.893). Levene’s test indicated homogeneity of error variances, and the homogeneity of regression slopes was verified, confirming no significant interaction between group and pre‑test scores.
The MANCOVA results demonstrated a significant overall effect of the professional development program on the dependent variables (Wilks’ Lambda = 0.332, F = 37.535, p < 0.001, η² = 0.668), indicating a meaningful difference between the experimental and control groups. Follow‑up analyses confirmed that both physical literacy (F = 37.087, p < 0.001, η² = 0.408) and self‑efficacy (F = 84.989, p < 0.001, η² = 0.594) significantly improved in the experimental group.
Additionally, the intervention had a profound effect over time, with η² values of 0.952 for physical literacy and 0.963 for self‑efficacy, suggesting that the program not only created group differences but also facilitated substantial developmental gains in teachers’ competencies. These results collectively indicate that a structured, evidence‑based professional development program can effectively enhance both the perceived physical literacy and self‑efficacy of physical education teachers, thereby supporting their ability to implement high‑quality, holistic physical education instruction.
Conclusion
The findings of this study indicate that a selected professional development program exerted a significant positive impact on the perceived physical literacy and self‑efficacy of physical education teachers. The intervention promoted a holistic development of teachers’ competencies, enhancing their knowledge, confidence, self‑expression, student engagement, instructional strategies, and classroom management. These improvements suggest that systematically designed professional development initiatives can empower teachers to deliver more effective, evidence‑based, and engaging physical education instruction. Enhanced self‑efficacy further enables teachers to address diverse student needs, sustain motivation, and improve overall instructional quality. These results are consistent with prior research emphasizing the critical role of professional development in fostering teacher competence, confidence, and pedagogical effectiveness. Although this study focused on short‑term outcomes, the findings underscore the potential of structured professional development programs to produce meaningful improvements in teaching practice and student physical literacy. Future research should investigate the long‑term effects of such interventions and their translation into classroom implementation and student outcomes.
Article Message
The findings of this study indicated that participation in a selected professional development program significantly enhanced the perceived physical literacy and self‑efficacy beliefs of physical education teachers. This implies that, after attending the program, teachers gained greater confidence and capability to design and implement effective instructional practices and were able to create more engaging and meaningful learning environments for their students. Such improvements in teacher competencies not only enhance the quality of teaching and educational performance but, on a broader scale, can contribute to the development of students’ physical literacy, promote an active lifestyle, and ultimately improve public health.
Ethical Considerations
This study was approved by the supervisor and the Department of Physical Education at Shahid Chamran University of Ahvaz. All procedures complied with the Declaration of Helsinki, and informed consent was obtained from all participants.
Authors’ Contributions
Conceptualization: Student, Supervisor
Data Collection: Student
Data Analysis: Student (with guidance from Supervisor)
Manuscript Writing: Student
Review and Editing: Supervisor, Co‑supervisors
Responsible for funding: This research received no specific grant from any funding agency
Literature Review: Student
Project Manager: Supervisor
Any other Contributions: None
Conflict of Interest
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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