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Impact of “Body Language and Public Speaking” Training on Physical Education Trainees’ Perceptions Self-Efficacy Pedagoguique
Higher Institute of Sport and Physical Education, Tunis, Tunisia
Higher Institute of Sport and Physical Education, Tunis, Tunisia
Higher Institute of Sport and Physical Education, Tunis, Tunisia
Higher Institute of Sport and Physical Education, Tunis, Tunisia
Higher Institute of Sport and Physical Education, Tunis, Tunisia
Higher Instituteof Dramatic Arts, Tunis, Tunisia
- 1 Higher Institute of Sport and Physical Education, Tunis, Tunisia
- 2 Higher Institute of Sport and Physical Education, Tunis, Tunisia
- 3 Higher Institute of Sport and Physical Education, Tunis, Tunisia
- 4 Higher Institute of Sport and Physical Education, Tunis, Tunisia
- 5 Higher Institute of Sport and Physical Education, Tunis, Tunisia
- 6 Higher Instituteof Dramatic Arts, Tunis, Tunisia
Creative Education·Volume 07 (2016)·Pages 1861–1868·Published 24 August 2016·DOI10.4236/ce.2016.714188
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Abstract
This study measures the impact of additional training in communication (Body Language and Public Speaking) on the sense of self-efficacy trainee teachers of physical education during the preparation internship working life. An experimental group that received additional theoretical and practical training in the classroom communication was compared to a control group that followed the initial training course. Two measures of this sentiment were taken at different times using the questionnaire “Perceptions of self-efficacy of teachers (PAE)” cited by Crahay & Laduron (2009). This device allows to apprehend two dimensions: the perception of overall effectiveness and perceived self-efficacy. The analysis provides students who have received training in Body Language and Public Speaking to express a sense of greater efficiency than those who have received usual initial training.
KeywordsTrainingPhysical EducationTraineesBody Language and Public SpeakingPerceptions of Self-Efficacy of Teachers (PAE)
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