Recontextualising self-regulated learning in ball games among beginning physical education teachers
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Abstract
This study examines how beginning physical education (PE) teachers in Italy recontextualise pedagogic discourse on ball games and self-regulated learning (SRL) as they transition from physical education teacher education (PETE) into school practice, and how self-efficacy shapes this process. Guided by Bernstein’s pedagogic device and Bandura’s self-efficacy, a sequential explanatory mixed-methods design was employed. In the quantitative phase, 287 beginning PE teachers (1–4 years’ experience) completed the Italian validated Teacher Self-Efficacy Scale to Implement SRL (AI-AA), contextualised to ball games. Descriptive analyses indicated moderate overall self-efficacy, with the lowest scores for direct instruction of SRL strategies. In the qualitative phase, semi-structured interviews with 18 purposively selected teachers explained these patterns, identifying three recontextualised elements: promoting autonomy through modified game forms, adapting ball games to heterogeneous groups, and aligning tactical learning with curricular competencies. Despite these intentions, explicit SRL instruction in ball games was rare, and recontextualization was constrained by evaluative rules and material conditions (e.g., facilities, equipment, assessment pressures, and pupil expectations). Self-efficacy operated as a context-sensitive filter: lower efficacy was associated with retreat to traditional practices. Implications for PETE alignment and induction-focused professional development are discussed.
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References
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