Practical Factors for Teaching the Physical Education Expression Domain in Elementary Preservice Teachers

This study examined practical variables that facilitate elementary preservice teachers’ effective implementation of lessons in the expression domain of the physical education curriculum. Specifically, it investigated the difficulties encountered, the required preparatory elements, and the necessary teaching competencies for instruction. A literature review was conducted, and questionnaire data were collected from 17 third-year students from University A and underwent frequency-based content analysis. Findings showed that preservice teachers experienced chal lenges in providing accurate demonstrations, delivering clear explanations, and selecting the appropriate task difficulty for students’ developmental levels. For effective instruction, key consid erations included setting learning objectives, adapting to students’ abilities, and recognizing expressive potential. Preparatory elements included practical demonstration skills, audiovisual and supplementary materials, and thorough lesson planning, and essential teaching competencies were communication skills, creativity, and expressiveness. The participants also emphasized the importance of the expression domain while acknowledging the complexity of lesson preparation and implementation. Based on these findings, preservice teachers must undergo systematic training to strengthen their practical expertise, develop lesson design skills that address individual differ ences, and effectively integrate diverse instructional resources into expression domain teaching.