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The GET-PE study investigates how Australian generalist pre-service teachers perceive barriers to teaching physical education, applying a social ecological model (SEM) as the guiding framework to interpret multiple barrier levels. Participants (n=71) reported intrapersonal, interpersonal, physical environment, and policy-level constraints, including knowledge gaps, confidence, community influence, screen time and weather, and issues related to curriculum balance, professional learning opportunities, recognition of PE, and work-life balance.",{"@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/perceived-social-ecological-barriers-of-generalist-pre-service-teachers-towards-teaching-physical-education-findings-from-the-get-pe-study/593761/",{"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/perceived-social-ecological-barriers-of-generalist-pre-service-teachers-towards-teaching-physical-education-findings-from-the-get-pe-study/593761.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 does the GET-PE study focus on?","Question",{"text":112,"@type":113},"The GET-PE study examines Australian generalist pre-service teachers’ perceptions of barriers to teaching physical education (PE) classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study use the social-ecological model?",{"text":117,"@type":113},"A social ecological model (SEM) framework is applied to analyze and understand barriers at multiple levels that shape the pre-service teachers’ experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"Which barrier levels are reported by participants?",{"text":121,"@type":113},"Participants reported barriers across intrapersonal, interpersonal, physical environment, and policy levels, including factors such as knowledge gaps, confidence, community influence, technology/screen time, and policy-related constraints.","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},593761,1792160960,{"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 42 | Issue 7 | Article 3 |\n| --- | --- |\n\n2017  \nPerceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study  \nBrendon P. Hyndman  \nSchool of Education, Southern Cross University, [brendon.hyndman@scu.edu.au](brendon.hyndman@scu.edu.au)  \nRecommended Citation  \nHyndman, B. P. (2017). Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study. Australian Journal of Teacher Education, 42 (7).  \n[http://dx.doi.org/10.14221/ajte.2017v42n7.3](http://dx.doi.org/10.14221/ajte.2017v42n7.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss7/3](http://ro.ecu.edu.au/ajte/vol42/iss7/3)  \nAustralian Journal of Teacher Education  \nPerceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE study  \nBrendon Hyndman  \nSouthern Cross University  \nAbstract: Identifying and understanding the perceptions ofpre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the ‘Generalist Entry into Teaching Physical Education’(GET-PE) study was to investigate Australian generalist PSTs'perceptions of the  \nbarriers to teaching physical education (PE) classes. A social  \necological model framework (SEM) was uniquely applied as the  \nconceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist  \nPSTs. A myriad of SEM level barriers were perceived by the  \ngeneralist PSTs (n=71) at the intrapersonal level (knowledge gaps,  \nphysical abilities, reduced confidence), interpersonal level  \n(community influence, concentration/focus of students, inclusive  \nteaching, misbehaviour, modelling effective practice, motivation of  \nstudents), physical environment level (technology/screen time,  \nweather) and policy levels (balancing content, professional  \ndevelopment opportunities, recognition of PE, work-life balance).  \nWith mounting demands on schools, PSTs must continually improve preparation and readiness for teaching practical subjects such as PE.  \nBy developing multi-level SEM insight from the GET-PE study into the  \nbarriers for generalist PSTs to teaching PE, teacher education  \nprograms can reflect upon the socialisation processes for PSTs and  \nfacilitate learning environments that meet the needs of our future  \nteachers.  \nIntroduction  \nIdentifying and understanding the perceptions and beliefs of pre-service teachers (PSTs) is vital to informing teaching practices (Tsangaridou, 2012; Hyndman, 2014; Hyndman & Pill, 2016) . Despite this importance and a host of research into the barriers to inservice physical education (PE) teachers, there has been an absence of research exploring Australian generalist (classroom) primary PSTs’ perceptions oftheir future roles asfacilitators of PE (McMahon & Dinan Thompson, 2014; Haynes, Miller, & Varea, 2016) . It is widely reported that PE is largely taught by generalist primary school teachers and many primary school teachers require improved skills and preparation to teach PE (Graber, Locke, Lambdin, & Solmon, 2008; McKenzie & Kahan, 2008) . In Australian primary schools, it has been revealed that almost 40% of those teaching Health and Physical Education (HPE) are not a qualified HPE specialist, yet can be responsible for part or all ofthe HPE learning area (Lynch, 2013) . In-service primary school teachers have been reported to lack foundation PE knowledge, pedagogical capabilities, professional development opportunities and can exhibit reduced confidence in teaching PE (Graber et al., 2008; McKenzie & Kahan, 2008) . The experiences and knowledge learned during physical education teacher education (PETE)  \nVol 42, 7, July 2017 26  \nAustralian Journal of Teacher Education  \nprograms influence the","cbCaigk5aR1WNvAW","https://ap.wps.com/l/cbCaigk5aR1WNvAW","pdf",754405,22,"English","# Introduction\n# The Social-Ecological Model (SEM) Approach","[{\"question\":\"What does the GET-PE study focus on?\",\"answer\":\"The GET-PE study examines Australian generalist pre-service teachers’ perceptions of barriers to teaching physical education (PE) classes.\"},{\"question\":\"How does the study use the social-ecological model?\",\"answer\":\"A social ecological model (SEM) framework is applied to analyze and understand barriers at multiple levels that shape the pre-service teachers’ experiences.\"},{\"question\":\"Which barrier levels are reported by participants?\",\"answer\":\"Participants reported barriers across intrapersonal, interpersonal, physical environment, and policy levels, including factors such as knowledge gaps, confidence, community influence, technology/screen time, and policy-related constraints.\"}]","Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education - Findings from the GET-PE study | PDF",1792077864,55]