Effects of a School Internship on Situation-Specific Skills for an Inclusive PE—Evaluation of a PETE Concept for Prospective PE Teachers

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η2p = 0.17), Individual Support (η2p = 0.04), and Participation (η2p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development.