Developing Effective Learning Environments in Physical Education

Objectives: This study aimed to explore Health and Physical Education (HPE) learning environment, and to examine students’ perceptions of the interaction behaviours of trainee teachers. Methods: Twenty-five trainee teachers at the completion of their fourth year of professional training and 565 high school students participated in this study. Data collection was carried out using three observation systems and one high-inference questionnaire on trainee teachers’ behaviour perception. Descriptive and multivariate nonparametric statistics were used to analyse the data. Results: Trainee teachers provided encouragement and were perceived by the students as cooperative and supportive. However, appropriate motor engagement was low (mean < 15%) while waiting time and disruption levels were high (mean > 30%). Disruptive behaviour frequency was closely related to inadequate class and group organisation, low to very low levels of perceived support and control, and trainee teacher “Ignore” behaviour. On the other hand, adequate motor engagement related to high incidence of appropriate verbal communication, high levels of class organisation, appropriate task difficulty and high to very high levels of perceived support and control. Even if students favourably perceived their trainee teachers’ interaction behaviours, the learning climate that prevailed in trainee teachers’ HPE classes was not likely to allow the attainment of high-order learning objectives. In addition, trainee teachers seemed to experience the dilemma of how to act supportively without falling into permissive pedagogy. Conclusion: These results raise a number of questions in regards to HPE professional training efficacy.