Physical education teachers' experiences and beliefs of production and reproduction teaching approaches

Abstract

The study aimed to identify participants' teaching preferences and the underlying reasons that support the implementation of the reproduction and production teaching approaches. Ten physical education (PE) teachers (6 males and 4 females) participated in the research. The phenomenological analysis indicated that the majority of the sampled PE teachers implemented the reproduction rather than the production approach. The findings revealed a pattern between the class goals the PE teachers’ set as top priority and their teaching preferences. Furthermore, a variety of factors that influence their teaching preferences were identified including class management, time management, active time, discipline and students taking responsibility. © 2017 Elsevier Ltd