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A qualitative design used semi-structured focus groups with 23 VCE Physical Education students from three government and one independent secondary school. Students emphasized teachers’ attitude, a broad repertoire of teaching strategies, real-world connections, positive student-teacher relationships, and accessibility beyond scheduled class time.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-44-issue-6-article-5/593853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-44-issue-6-article-5/593853.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study aiming to investigate?","Question",{"text":112,"@type":113},"The study examined student perceptions of teacher-related factors that may influence academic achievement in VCE Physical Education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"The qualitative study used semi-structured focus groups with 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teacher-related factors did students perceive as important?",{"text":121,"@type":113},"Students highlighted teachers’ attitude, varied teaching strategies, real-world connections, positive student-teacher relationships, and being accessible beyond scheduled class time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593853,1792295892,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 6 | Article 5 |\n| --- | --- |\n| 2019\u003Cbr>Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement\u003Cbr>Rachael J. Whittle\u003Cbr>RMIT University, [whittle.rachael.j@edumail.vic.gov.au](whittle.rachael.j@edumail.vic.gov.au)\u003Cbr>Amanda Telford\u003Cbr>RMIT University, [amanda.telford@rmit.edu.au](amanda.telford@rmit.edu.au)\u003Cbr>Amanda C. Benson\u003Cbr>Swinburne University of Technology, [abenson@swin.edu.au](abenson@swin.edu.au) |  |\n\nRecommended Citation  \nWhittle, R. J., Telford, A., & Benson, A. C. (2019). Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement. Australian Journal of Teacher Education, 44 (6).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss6/5](https://ro.ecu.edu.au/ajte/vol44/iss6/5)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss6/5](https://ro.ecu.edu.au/ajte/vol44/iss6/5)  \nAustralian Journal of Teacher Education  \nInsights from Senior-Secondary Physical Education Students on TeacherRelated Factors they Perceive to Influence Academic Achievement  \nRachael J. Whittle  \nAmanda Telford  \nRMIT University  \nAmanda C. Benson  \nSwinburne University of Technology  \nAbstract: This research aimed to explore student perceptions of  \nteacher-related factors that may influence academic achievement in  \nthe context of Victorian Certificate of Education (VCE) Physical  \nEducation. This qualitative study involved 23 VCE Physical Education  \nstudents from three government and one independent secondary  \nschool in Victoria, Australia. Focus groups utilising a semi-structured  \ninterview schedule explored student perceptions of teacher-related  \nfactors on academic achievement. The importance of teachers having  \na good ‘attitude’, a broad repertoire of teaching strategies, making  \nreal-world connections, developing positive student-teacher  \nrelationships and facilitating access to themselves outside of  \nscheduled class time were perceived by students as important  \ninfluences.  \nIntroduction  \nExploring student perceptions may provide valuable insights into teacher-related factors that students perceive increase the likelihood of learning and ultimately influence their academic achievement. Maximising academic achievement enhances student opportunities to access tertiary or vocational educational pathways and employment opportunities and therefore students are key stakeholders in senior secondary courses for certification. The factors that affect student achievement beyond the student themselves include the home, school, principal, peers and most importantly the teacher (Hattie, 2003) . Previous research (Whittle, Telford, & Benson, 2015) identified student perceptions of what constitutes the‘Perfect’ senior-secondary physical education teacher to include the teacher being: i. knowledgeable, ii. caring, iii. enthusiastic, iv. having strong verbal ability (communication skills) and v. being accessible to their students beyond the classroom. This research builds on these findings and further explores student perceptions of teacher-related factors that students perceive may influence academic achievement in the final year (year 12) of senior-secondary physical education in the Victorian Certificate of Education (VCE) .  \nThe Context: VCE Physical Education  \nPhysical education has been a part of the examinable senior-secondary landscape since the 1970’s (López-Pastor, Kirk, Lorente-Catalán, MacPhail, & Macdonald, 2013) . A recent review of senior-secondary physical education courses (Whittle, Benson, & Telford, 2017) reported similarities in the rationales, aim and objectives, content and assessment of  \nVol 44, 6, June 2019 69  \nAustralian Journal of Teacher Education  \nsenior-secondary physical education internationally. Specifically, in Victoria, Australia, senior-secondar","cbCaij5v5lUnOxXE","https://ap.wps.com/l/cbCaij5v5lUnOxXE","pdf",311195,23,"English","# Abstract\n# Introduction\n# The Context: VCE Physical Education\n## Structure of VCE Physical Education","[{\"question\":\"What was the study aiming to investigate?\",\"answer\":\"The study examined student perceptions of teacher-related factors that may influence academic achievement in VCE Physical Education.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The qualitative study used semi-structured focus groups with 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia.\"},{\"question\":\"Which teacher-related factors did students perceive as important?\",\"answer\":\"Students highlighted teachers’ attitude, varied teaching strategies, real-world connections, positive student-teacher relationships, and being accessible beyond scheduled class time.\"}]","Australian Journal of Teacher Education - Volume 44 - Issue 6 - Article 5 | PDF",1792078046,58]