Article Review Essay: Stereotypes and Self-Perceptions of Physical Education Pre-Service Teachers

Article details

This review will discuss the 2012 article "Stereotypes and Self-Perceptions of Physical Education Pre-Service Teachers" by Michael Spittle, Felicity Petering, Peter Krener, and Sharna Spittle. The journal article was published by the Australian Journal of Teacher Education.

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Brief summary

The examined the stereotypes and self-perceptions of physical education teachers based on their demographic attributes. Development of self-knowledge and social identity are essential for physical education pre-service teachers on how they perceive themselves in stereotypic point of view. Students studying physical education degree have different perception and stereotypes are influenced by their gender and other demographic attributes to physical, confident, assertive and aggressive behavior. The stereotype affecting female physical education pre-service teachers include their physical ability and appearances as well as behavioral styles. The social identity connected with the stereotypical view of physical education pre-service teachers sees them as intimidating, aggressive, and unapproachable. This shows that many people develop self-knowledge and social identity of students undertaking physical education degree to influence they're behavioral attributed as well as their physical coordination. Again, the self -perception of the physical appearance and fitness of physical education pre-service teachers influences their self-confidence and behavioral stereotype. The gender of physical education pre-service teachers has a significant impact on the assertive or aggressive self-perception of physical appearance and presentation. The ideological beliefs influence the behavior and perceptions of individual physical educators cultural and vested interest (Stolz & Pill, 2014). Therefore, stereotype and self-perceptions are very essential attributes of physical education pre-service teachers to conduct positive beliefs and behavior to nurture their role as future physical educators.

Critical discussion

Choosing physical education profession evokes numerous questions due to the stereotypes that affect the recruitment of individuals in the career. Stereotypes and self-perception of physical education pre-service teachers between males and females differ on the relationship between how they perceive themselves and the social stereotypes held among a particular group. The stereotypic perception of physical education pre-service teachers attributes them to physical fitness, sociable, with abled-bodies, and self-confident. From the physical attributes of physical education pre-service teachers, the elements of overall physical fitness emerged to contribute to two motifs, a healthy lifestyle and sociable. The social identity connected with the stereotypical view of physical education pre-service teachers sees them as intimidating, aggressive, and unapproachable (Spittle, Petering, Kremer, & Spittle, 2012). Both male and female students of physical education degree are stereotyped as physically assertive and aggressive. On the other hand, physical education pre-service teachers perceive themselves as strong-willed, physically fit, competitive, athletic and independent making them unapproachable and tough. The attribution of their self-perception to their behavioral, appearance and sociability influence their conduct and self-confidence.

The factors of self-perception and stereotype have a significant relationship between the physical education pre-service teachers' gender and cultural background. The demography of the students pursuing physical education impedes physical and self-perception stereotypic factors are moderately related to the physical appearance, behavior, and confidence. The aggressive, dominant, and assertive behavior emanate from self-perception and sociable stereotypes influence the way student teachers studying physical education belief and perceive themselves in their respective society. Physical appearance, ability, and behavioral styles are appropriate attributed especially to female physical education pre-service teachers showing a significant relationship between stereotypes and self-perceptions. Male student teachers studying physical education perceive themselves as easy going, competitive, unapproachable, and sociable factors that are attributed to appearance, aggressive and dominant behavior as well as social conduct. The themes of appearance, behavior, and socialization show the relationship between the stereotypic views and self-perception of physical education pre-service teachers encompassing their conduct and intelligent attribution. The stereotype attributes of physical education educators are culturally gendered because of the self-perceptions connected to the physical fitness, competitiveness, and masculinity intimidating females due to masculine behavior attributed to physical education. Physical education pre-service teachers view themselves as easy going, strong-willed, physically fit, and sociable. The self-perception of the behavior, appearance, and presentation of physical educators helps pre-service physical education teachers to relate themselves with the physical education community as well as their peers in the profession.

Evaluate

The article has made considerable elaboration on the significant relationship between stereotypes and self-perceptions. The journal's topic covers a sensitive area of study that requires close monitoring to help understand the influence of stereotype and self-perception of the pre-service teachers to help understand their influence as they train to become future physical education educators. From the information provided in the article, I am able to understand the perception of peer physical education teachers on the influence of physical fitness, aggressive and dominant behavior as well as self-confident. The sociable perception of gender influence of physical education teachers shows that I can identify with the results of the study findings to understand the conduct of peer physical educators. The findings from the article show the correlation between stereotypes and self-perception to help future scholars to understand the impact of cultural orientation and individual demography on engaging in physical education. the article also forms a platform for further understanding on the themes attributed to stereotypes and self-perception of physical education students in different institutions of higher learning to consider the relevance of physical education to learners of all walks of life.

References

Spittle, M., Petering, F., Kremer, P., & Spittle, S. (2012). Stereotypes and Self-Perceptions of Physical Education Pre-Service Teachers. Australian Journal of Teacher Education, 37(1). Available at http://dx.doi.org/10.14221/ajte.2012v37n1.5.

Stolz, Steven & Pill, Shane. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education, European Physical Education Review 2014, Vol. 20(1) 36-71. DOI: 10.1177/1356336X13496001