History, Philosophy, and Sociology Perspectives in Physical Education Teacher Education: A Delphi Study
Amanda A. Metcalf, Susan M. Ross, Sean M. Bulger, Andrew H. Hawkins

Abstract
There is limited research to inform curriculum developers as they make decisions about including HPSS competencies in physical education teacher education (PETE). The purpose of this study was to generate expert consensus regarding the most theoretically important and pedagogically relevant HPSS competencies that pre-service physical educators need to learn and to determine how this content should be structured and delivered within the PETE curriculum. Expert consensus identified 27 essential HPSS competencies for inclusion in the PETE curriculum. Panelists recommended infusing HPSS knowledge within the PETE curriculum to allow prospective physical educators to make more meaningful connections between the content and school-based applications. The findings included factors that impact the perceived value of HPSS as related to pre-service professional preparation and related implications for preparing physical educators.

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