Greek pre-service physical education teachers' beliefs about curricular orientations: Instrument validation and examination of four important goals

Abstract

Background: The way people interpret reality is influenced by their mental constructions, their cognitive abilities and their beliefs. Physical Education (PE) students have a wide range of formed beliefs concerning the purposes of PE, which cannot be easily modified, even during undergraduate studies. Objective: This study validated the scores from a previously constructed questionnaire and investigated the Physical Education students' belief systems toward the Greek curricular outcome goals. Methods: Students (N = 483; males = 259, females = 224) from a Greek Faculty of Physical Education and Sport Science shared their beliefs about curricular outcomes. They completed the Greek version of the four factor instrument "Attitudes/beliefs toward curriculum in physical education". A confirmatory factor analysis was conducted for the validation of the instrument and MANOVAs followed in order to control for group differences. Finally, a profile analysis was run in order to determine if PE students considered each goal to be equally important. Results: The validation of the instrument confirmed the proposed four factors dependant model. Both internal consistency and the confirmatory factor analysis fit indices produced valid and reliable scores. The profile analysis was significant, indicating that students did not view the outcome goals as equally important. The leading goal was physical activity and fitness, followed by self-actualization, social development and motor skill development. MANOVA results for comparisons between sub-groups revealed significant differences only between genders. Conclusions: Between groups similarities and differences are discussed, focusing on the classification of the four important outcome goals. Currently, Greek Physical Education students consider physical activity and fitness outcome goal as the most important, while motor skill development is considered the least important one.