Blended Learning in Physical Education Teacher Education: Understanding How Learning Environments and Instructional Process Quality Shape Professional Competence

Abstract

Introduction and Theoretical Background

Blended learning has become an increasingly important instructional approach in Physical Education Teacher Education (PETE), offering opportunities to integrate digital learning opportunities while preserving the embodied and practice-oriented nature of physical education. Despite its growing implementation, evidence regarding its effectiveness for professional competence development in PETE remains limited, particularly concerning the mechanisms through which blended learning environments foster learning. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, which conceptualises teachers’ professional competence as the integrated interplay of technological, pedagogical, and content knowledge (Mishra & Koehler, 2006), this study examines how blended learning contributes to (1) the development of selected professional competencies among pre-service teachers and which (2a) blended-learning-related factors and (2b) instructional process quality factors explain individual differences in learning gains.

Methods

The study is part of the MOBAK-DigiKo project and employs a quantitative pre–post design with 55 pre-service physical education teachers from two German universities. The blended-learning seminar focused on diagnosing and promoting basic motor competencies and integrated online and face-to-face phases. Data were collected using standardised self-report questionnaires assessing TPACK-related knowledge domains, self-efficacy, and utility values at the beginning and end of the 14-week seminar. In addition, blended-learning-related factors and instructional process quality were assessed at post-test. Data were analysed using paired-samples t-tests and regression analysis to examine predictors of competence development.

Results

Results indicate significant improvements in all TPACK-related knowledge domains and self-efficacy, with the strongest effects observed for technological-pedagogical knowledge and technological-content knowledge. Utility values remained stable over time. SEM results revealed differential effects of blended-learning components: on-site activities positively predicted pedagogical knowledge and technological-content knowledge, while the overall structural organisation of the blended format showed a negative association with pedagogical-content knowledge. Regarding instructional process quality, cognitive activation emerged as the strongest predictor of technological-related knowledge gains, whereas practical relevance significantly predicted pedagogical-content knowledge development.

Discussion

Findings suggest that blended learning in PETE supports the development of integrated professional knowledge and self-efficacy rather than motivational value beliefs. Importantly, results highlight that blended learning is not uniformly effective across competence domains. Instead, its impact depends on the blended learning environment and instructional quality. In particular, cognitively activating and practice-oriented learning processes appear central to fostering TPACK-related competence development. The negative association highlights the need to balance organisational guidance with opportunities for deeper pedagogical reasoning. The study contributes mechanism-oriented evidence on how blended learning environments influence professional learning in PETE and underscores the importance of aligning instructional design and teaching quality to optimise learning outcomes in technology-enhanced teacher education.

References

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.