Author(s): FOX, O., ARNON, M., TSUK, S., LIDOR, R., Institution: LEVINSKY-WINGATE ACADEMIC COLLEGE, Country: ISRAEL, Abstract-ID: 1099

Introduction
In recent years, physical education teacher education (PETE) programs have undergone substantial changes in the balance between theoretical and practical components and in the definition of the competencies of physical education (PE) teachers. Comparative studies reveal considerable cross-national variation in curriculum structure, degree of course overlap, and theory–practice balance. Historically, PETE emphasized practical courses focused primarily on sport-specific skills; however, developments in movement sciences, education, and sport pedagogy have increased the emphasis on pedagogical knowledge, movement analysis, and complex teaching competencies. Nevertheless, international research suggests that many programs still lack such coherence, often due to curricular overload, duplication between courses, and differing instructional perspectives. The present study examined relationships between students’ achievements in practical courses taught across consecutive years within a single PETE program. Two research questions guided the study: (a) Do the courses assess distinct or overlapping competencies? and (b) Is performance in first-year courses associated with teaching-related performance evaluated in the second year of the program?
Methods
Approximately 1,100 final course grades of students enrolled in practical courses – gymnastics, movement education, ball games, and swimming – were analyzed. The courses were taught during the first and second years of the PETE program. Pearson correlation coefficients and internal consistency indices were calculated to examine relationships between courses and across years.
Results
A strong correlation was found between grades in foundational and advanced gymnastics courses (r = .75), indicating substantial overlap in these domains. In contrast, only moderate correlations were observed between foundational team sport courses (r ≈ .40–.51), suggesting partial transfer of general skills rather than full overlap. Grades in track and field courses showed moderate correlations with grades in ball game courses, whereas grades in swimming courses were not significantly correlated with grades in any of the other courses. Additionally, moderate associations were found between grades in first-year foundational courses and grades in corresponding teaching-oriented courses taken in the second year (r ≈ .51–.57).
Discussion
The findings suggest that most practical courses represent distinct and non-substitutable skill domains. Accordingly, empirical support for reducing the scope of practical training is limited. Maintaining a broad range of practical courses, while strengthening the integration between theory and practice across the program, may better support the preparation of PE teachers with strong pedagogical competence and applied teaching skills.