The Effect of a Teaching Intervention on Pre-service Primary School Teachers’ Perceived Competence and Motivation in Physical Education Utilizing Formative and Shared Assessment

Abstract

The purpose of this study was to examine the perceived effect of a physical education teaching intervention by applying formative and shared assessment. The experiment was applied to 340 volunteers (239 women), divided into control (n = 206) and intervention (n = 134) groups. A test and a retest (after the trial) were conducted to assess perceived competence in assessment and motivation in physical education. The intervention was found to have a significant effect on motivation (p < 0.001), but not on perceived competence (p > 0.05). After the teaching period, an increase in the motivation of the intervention group and a decrease in the motivation of the control group were noted. We conclude that a teaching intervention focused not only on active and participative methodology but also on formative and shared assessment facilitated an increase in motivation toward course contents in physical education for future teachers, establishing a causal relationship.