Effective Teaching Practices in Physical Education: Perspectives from Award-Winning Teachers

The following paper is a qualitative case study that focuses on the characteristics of effective teacher practices in the context of physical education, assessed by award-winning teachers. Given the significance acknowledged to physical education and students’ health and well-being throughout their lifetime, little is known regarding the approaches used by highly effective physical education teachers. This study intends to fill this gap by carrying out a qualitative analysis of ten PE teachers who received awards for their teaching profession in various educational contexts. Conducting qualitative research involving interviews, class observations, and document study, we determined the patterns of effective teaching behaviors and processes, components of teachers’ innovations, classroom management, and ways to motivate students. The identified conclusions suggest that students’ needs, interests, and preferences should be considered when designing lessons in physical education, using multiple instructional strategies to address difficulties in motor coordination, and incorporating information communication technologies in physical education. It enriches the existing database of research on effective teaching practices in physical education and is beneficial for the preparation of manuals and materials used in the training of physical education teachers and other stakeholders in curriculum development.