Pre-Service Teachers’ Perceptions of Incorporating Pedometers in Elementary Physical Education Classes

Abstract

The purpose of this study was to examine the effects of pedometers on elementary students’ exertion, motivation, and attitude. Twenty pre-service teachers enrolled in a field-based Health and Physical Education course conducted lessons in a public school setting during elementary students’ physical education class. The college students were asked to conduct class activities with the elementary students over a five-day period, using pedometers on the second, third, fourth and fifth days. Observation of the elementary students’ exertion, motivation, and attitude took place during this five-day project. The pre-service teachers completed surveys, both qualitative and quantitative, concerning their perception of the elementary school students’ physical activity levels. Results indicated that the exertion levels, motivation, and attitudes of elementary school students increased positively while wearing pedometers. In addition, the future physical educators viewed pedometers as a positive teaching tool, increasing their likelihood of using pedometers for future lessons.