Analysing the physical education teaching competencies of pre-service teachers through observation

Initial teacher education (ITE) plays an essential role in the development of teaching competencies in pre-service teachers (PSTs). The objective of this research was to identify and compare the physical education (PE) teaching competencies acquired by second-, third- and fourth-year PSTs. Fourteen PE lessons were recorded and analysed using the System for Observing Teaching Competencies in PE, involving 36 PSTs. Intra- and inter-observer reliability were almost perfect across all dimensions (κ = .81–1.00), except for inter-observer calculations in the teacher behaviour dimension (κ = .806) and the additional checklist (κ = .787). Across all groups, PSTs demonstrated good time management, used respectful and informational language (offering descriptive rather than explanatory guidance), and created inclusive learning environments, involving all their students in activities. However, they seldom promoted autonomy, intrinsic motivation, or divergent thinking. The Kruskal–Wallis and Mann–Whitney U tests revealed significant differences in competencies relating to interaction with students during explanations (χ 2 (2) = 7.512, p = .023, ε 2 = .578), interaction with a single child during activities (χ 2 (2) = 10.074, p = .006, ε 2 = .775), and the development of egalitarian gender attitudes (χ 2 (2) = 6.870, p = .032, ε 2 = .528). The fourth-year PSTs were the most competent group in these areas. While findings indicate partial progress, the minimal number of significant differences between groups suggests that this ITE context may not have substantially enhanced pedagogical competence throughout the students’ degree studies, highlighting the need to strengthen autonomy-supportive, reflective, and active learning approaches.