This study aimed to explore the relationships between Finnish early childhood pre-service teachers’ ( N = 274; aged 20–49; 92% female) self-reported physical activity (PA) and perceptions of their own enjoyment of schooltime physical education (PE), self-evaluation of the content of their current PE studies, perceived importance of PE, and perceived competencies in PE. The one-way analysis of variance revealed that pre-service teachers with higher self-reported levels of PA reported higher scores for perceived importance of PE in supporting a child's physical functionality ( p = 0.004), and perceived competencies to support a child's PA ( p = 0.017) and teach PE ( p = 0.023). Results of independent sample t-tests indicated that pre-service teachers meeting daily PA guidelines reported higher scores for enjoyment of schooltime PE ( p = 0.001) and perceived competence to teach PE ( p = 0.001). Findings highlighted that pre-service teachers’ self-reported PA was positively related to their perceptions of PE, supporting the recommendation within early childhood teacher education to encourage pre-service teachers to engage in PA.

中文翻译：

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幼儿教师教育中职前教师自我报告的身体活动与其对体育教育的认知之间的关系

本研究旨在探讨芬兰幼儿学前教师（N = 274；年龄 20-49；92% 女性）自我报告的体育活动 (PA) 与他们自己享受校内体育教育 (PE) 的看法之间的关系。 ）、对当前体育学习内容的自我评价、对体育重要性的认知以及对体育能力的认知。单向方差分析显示，自报 PA 水平较高的职前教师在感知体育对支持儿童身体机能的重要性 (p = 0.004) 和感知支持儿童 PA 的能力方面得分较高 ( p = 0.017）并教授体育（p = 0.023）。独立样本 t 检验的结果表明，符合每日 PA 指南的职前教师在享受校时体育 (p = 0.001) 和感知体育教学能力 (p = 0.001) 方面得分较高。研究结果强调，职前教师自我报告的 PA 与他们对体育的看法呈正相关，支持幼儿教师教育中鼓励职前教师参与 PA 的建议。