The importance of physical educators obtaining a discipline-specific appearance as role models is documented in the literature. Previous research has examined the influence of physical education teachers’ body fatness, (dis)ability, and age on pupils’ learning and perceptions of the teachers. To expand the research line, this study focused on teachers’ formal/informal appearance and their sex. Four 20-minute videos consisting of female informal appearance (FIA), female formal appearance (FFA), male informal appearance (MIA), and male formal appearance (MFA) were created to collect data from 533 high school pupils. A content examination and a perception questionnaire were used to measure cognitive performance and perceptions of the teachers. Factorial analysis of variance (ANOVA) was conducted to identify any significant main effects or interaction effects on the tchoukball examination, two content areas (i.e. techniques and strategies), and perceptions of three teacher characteristics (i.e. likability, competence, and appropriateness as a role model). Findings revealed significant main effects for teacher appearance on the overall examination and both content areas. Participants who watched the informal appearance videos scored significantly higher than those who watched the formal appearance videos. Furthermore, there was an interaction effect on the strategy portion of the examination. Participants who watched the MIA video scored the highest, followed by those who watched the FIA, FFA, and MFA videos. Factorial ANOVA found no significant main effect or interaction effect on the three teacher characteristics. One key conclusion indicates that the formal/informal appearance is far more open to interpretation than the (dis)ability and age aspects.

中文翻译：

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体育教师的外表和性别与高中生的认知表现和对教师特征的看法之间的关联

文献中记载了体育教育者获得特定学科形象作为榜样的重要性。先前的研究探讨了体育教师的体脂、能力和年龄对学生学习和对教师的看法的影响。为了扩大研究范围，本研究重点关注教师的正式/非正式外表及其性别。创建了四个 20 分钟的视频，包括女性非正式外表 (FIA)、女性正式外表 (FFA)、男性非正式外表 (MIA) 和男性正式外表 (MFA)，以收集 533 名高中生的数据。使用内容检查和感知问卷来衡量教师的认知表现和感知。进行方差分析 (ANOVA)，以确定对 tchoukball 考试、两个内容领域（即技术和策略）以及对三个教师特征（即可爱性、能力和作为角色的适当性）的任何显着主效应或交互效应模型）。调查结果显示，教师外表对整体考试和两个内容领域都有显着的主要影响。观看非正式亮相视频的参与者得分明显高于观看正式亮相视频的参与者。此外，考试的策略部分存在交互作用。观看 MIA 视频的参与者得分最高，其次是观看 FIA、FFA 和 MFA 视频的参与者。阶乘方差分析发现，这三个教师特征没有显着的主效应或交互效应。一个关键结论表明，正式/非正式的外表比能力（残疾）和年龄方面更容易解释。