School of Physical and Health Education, Nipissing University, 100 College Dr, North Bay, ON, P1B 8L7, Canada.
Department of Kinesiology, University of Windsor, Windsor, ON, N9B 3P4, Canada.
BMC Public Health. 2018 Oct 2;18(Suppl 2):1039. doi: 10.1186/s12889-018-5894-7.
Quality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL).
Canadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children's age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score.
Teacher training, in addition to children's age and gender, explained only a very small proportion of variance in each model (all R < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72-0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67-0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12-1.26). All other associations between measures of components of physical literacy and teacher training were not significant.
While teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers' training on the various components of physical literacy development.
优质的体育教育有助于儿童发展身体素养，但人们对教师培训与这一发展的关系知之甚少。我们评估了教师培训与儿童达到身体素养加拿大评估（CAPL）所定义的各个组成部分的建议达标水平的可能性之间的关联。
来自六个省的加拿大儿童（n=4189；M=10.72 岁，SD=1.19）完成了 CAPL。使用逻辑回归来检验教师培训（通识/体育专家）与儿童年龄和性别，以及身体能力测试（坐距、握力、平板支撑、渐进式有氧心血管耐力跑[PACER]、体重指数[BMI]、腰围、加拿大敏捷和运动技能评估[CAMSA]）、四个 CAPL 领域得分和总 CAPL 得分之间的关系。
除了儿童的年龄和性别外，教师培训仅能解释每个模型中非常小的一部分方差（所有 R < 0.03）。由通识教师教授的儿童不太可能达到运动动机和信心（OR=0.83，95%CI，0.72-0.95）或 CAMSA 得分（OR=0.77，95%CI，0.67-0.90）的推荐水平，即使考虑到随着年龄增长 CAMSA 得分的显著增加（OR=1.18，95%CI，1.12-1.26）。身体素养各组成部分的测量与教师培训之间的所有其他关联均无统计学意义。
虽然假设教师培训有助于小学生身体素养的发展，但在这项研究中观察到的效果很小或为零。由体育专家教授的儿童比由通识教师教授的儿童更有可能表现出推荐的运动动机和信心水平，并且具有更好的运动技能，这被认为是发展健康生活方式的关键前提。需要进一步进行更稳健设计的研究，以了解教师培训对身体素养发展各个组成部分的影响。
