An Analysis of Pre-Service Female Elementary Teachers’ Perceptions of Practical Physical Education Classes

Key Points

• The study aims to explore the perceptions, stress levels, coping strategies, and experiences related to physical education among pre-service female elementary teachers.
• Survey conducted with 258 pre-service female elementary teachers at C Education University
• Data analyzed using descriptive statistics, independent samples t-test, ANOVA, and correlation analysis
• Focused on perceptions of physical education classes, self-efficacy, and use of teaching tools
• Participants positively perceive practical physical education classes as beneficial for professional development
• High satisfaction reported regarding safety guidelines and feedback structure
• Moderate self-efficacy indicates a gap between valuing classes and confidence in performance
• Physical education-related stress is high during assessments and due to physical fatigue
• Coping strategies include cooperation and self-regulation, but reflective coping was low

Abstract