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Bruijns  \nUniversity of Western Ontario  \nAndrew M. Johnson  \nUniversity of Western Ontario  \nShauna M. Burke  \nUniversity of Western Ontario  \nPatricia Tucker  \nUniversity of Western Ontario  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:1 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nInterviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers faced while instructing PE, facilitators and resources that enhance PE instruction, and the teachers’ self-efficacy when teaching PE. Generalists noted perceived lack of time, inadequate facilities and equipment, insufficient training, lack of knowledge, and low self-efficacy as barriers. Conversely, specialists noted that their advanced training, professional development opportunities, high self-efficacy, and technology use positively supported their teaching practices.  \nKeywords: physical education, elementary school, generalist, specialist, physical activity  \nRésumé  \nDes entrevues menées auprès de 16 enseignants du primaire à travers le Canada (huitgénéralistes et huit spécialistes de l’éducation physique [ÉP]) ont permis d’explorer leurs expériences lors de l’enseignement de l’ÉP. Les questions ont été formulées de manière à explorer les perspectives des généralistes et des spécialistes, en mettant l’accent sur : la philosophie de l’enseignement ; les obstacles rencontrés lors de l’enseignement de l’ÉP ; les facilitateurs et les ressources qui améliorent l’enseignement de l’ÉP ; et leur efficacité personnelle dans l’enseignement de l’ÉP. Les généralistes ont indiqué le manque de temps, les installations et les équipements inadéquats, le manque de formation et de connaissance, ainsi qu’une faible efficacité personnelle comme des obstacles. À l’inverse, les spécialistesont révélé que leur formation avancée, leurs opportunités de développement professionnel, leur grande efficacité personnelle et leur utilisation de la technologie soutenaient positivement leurs pratiques d’enseignement.  \nMots-clés : éducation physique, école primaire, généraliste, spécialiste, activité physique  \nCanadian Journal of Education /Revue canadienne del’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nAcknowledgements  \nWe would like to thank all teachers who participated in this study.  \nFunding  \nThis project was funded by the Mitacs Accelerate Program and the GoodLife for Kids Foundation. ST and BAB are supported by an Ontario Graduate Scholarship, and PT is supported by the Ontario Ministry of Research and Innovation Early Researcher Award.  \nCanadian Journal of Education /Revue canadienne del’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nAs children spend a large portion of their waking hours at school, providing opportunities to participate in physical activity while in this setting is critical to ensuring they are accumulating sufficient amounts of activity to benefit their health (Pate et al., 2006). Asa mandatory component of the elementary school curriculum in Canada and other countries, physical education (PE) class is an optimal time for children to be active during the school day (National Association for Sport and Physical Education, 2012) . It allows for regular and structured opportunities to be active, and provides time for children to become physically literate, developing the fundamental movement skills, knowledge, and attitud","cbCaihruGniquHvn","https://ap.wps.com/l/cbCaihruGniquHvn","pdf",231147,"English","# Abstract\n# Introduction\n## Physical activity and the role of PE\n## Provincial regulation and teacher qualification differences\n## Rationale for employing PE specialists","[{\"question\":\"How many teachers participated, and what were their roles?\",\"answer\":\"Sixteen elementary school teachers participated, including eight generalists and eight PE specialists. Interviews focused on their experiences instructing PE.\"},{\"question\":\"What barriers to PE instruction did generalist teachers report?\",\"answer\":\"Generalists reported a perceived lack of time, inadequate facilities and equipment, insufficient training, limited knowledge, and low self-efficacy as barriers.\"},{\"question\":\"What factors did PE specialists say supported their PE teaching?\",\"answer\":\"Specialists pointed to advanced training, professional development opportunities, high self-efficacy, and technology use as positive supports for their teaching practices.\"}]","Factors that Influence Canadian Generalist and Physical Education Specialist Elementary School Teachers’ Practices in Physical Education - A Qualitative Study | PDF",1792082554,76]