Author(s): ROHLEDER, J., UNGEHEUER, A., SCHAEFER, J., VOGT, T., Institution: GERMAN SPORT UNIVERSITY COLOGNE, Country: GERMANY, Abstract-ID: 780

INTRODUCTION: Although gymnastics is named as an essential movement domain within western Physical Education (PE) curricula, research indicates too little relative teaching time compared to other movement domains [1]. Approaching German circumstances and possible causes (e.g., in university PE teacher studies), this study aims to explore challenging factors perceived by German PE teachers regarding the teaching of gymnastics classes.

METHODS: Using a literature-based interview guide, semi-structured interviews of six PE teachers and trainee teachers (age: 40.0±18.7 years, female: one, male: five) with different professional and gymnastics-specific experiences were recorded. Qualitative content analyses served for combined deductive and inductive category coding by two coders using MAXQDA. Based on deductively detected main categories (MC; i.e., framework, teaching, apparatus, spotting, and safety), subcategories were inductively identified revealing a substantial inter-coder agreement (Krippendorff’s alpha: 0.80) [2].

RESULTS: Identified subcategories assigned to MC-framework comprised time, stock of equipment, class size, staff shortage and curriculum. MC-teaching included methodology, pupils’ and teachers’ prerequisites, conscientiousness, uncertainty, risk-taking, pupils’ motivation as well as teaching content material. MC-apparatus covered the apparatus setup and defects, whereas the statements concerning MC-spotting addressed the application of spotting by pupils and teachers as well as the teaching of spotting skills. MC-safety differentiated the subcategories injury risk and prevention as well as apparatus handling.

DISCUSSION: According to Robinson et al. (2020), insufficient time which was mostly associated with apparatus setup was mentioned most frequently as a main challenge caused by the school-related framework. Regarding gymnastics-specific teaching at school, the findings indicate a lack of basic organisational knowledge concerning the structure of a gymnastics class. This is with respect to declining motor skills of children [3]. Furthermore, the trusting involvement of pupils in setting up the apparatus and spotting gymnastics movements challenges the duty of supervision as a sole teacher. With this, teachers’ uncertainties when applying spotting techniques are less about the technical implementation, but more in the fear of getting reproached for encroaching behaviour.

CONCLUSION: The present findings motivate to steadily rethink those challenging factors that contemporary university teaching can address. Intending a mixed-method approach, further research aims to survey the practical relevance of current gymnastics-specific PE teacher studies at German universities based on the present study’s preliminary findings.

REFERENCES:
[1] Robinson, D. B., et al. (2020). DOI: 10.1080/25742981.2020.1715232
[2] Artstein, R., & Poesio, M. (2008). DOI: 10.1162/coli.07-034-R2
[3] Tester, G. et al. (2014). DOI: 10.4236/ape.2014.43.01