Effects of 12-week microteaching training on the teaching skills of university students majoring in physical education in Jiangsu Province, China

In China, students majoring in physical education who want to be PE teachers must pass the Teacher Certification and Recruitment Exams, which include written tests and interviews. Written tests have high pass rates (70-80% for certification, over 80% for recruitment), but interview pass rates are much lower (20-30% for certification, under 35% for recruitment). Interviews focus on teaching skills, which many students lack, making it difficult for them to pass recruitment exams and secure jobs. This highlights the urgent need to improve teaching skills. This study aims to evaluate the effects of microteaching on the physical education teaching skills of Chinese university students majoring in physical education， intending to explore whether microteaching can improve these skills and enhance students' employment opportunities. The study involved a 12-week microteaching intervention designed to enhance specific PE teaching skills, including verbal command skills (VCS), movement explanation skills (MES), movement demonstration skills (MDS), diagnosis and error correction skills (DECS), organisational management skills (OMS), and comprehensive teaching skills (CTS). The study used a CRCT design, with Yancheng Teachers University as the experimental group and Huaiyin Normal University as the control. Fifty-four participants (aged 20-22) completed 24 training sessions (90 minutes, twice a week). The training procedures were reviewed and approved by relevant experts to ensure they met the experimental requirements. Data collection procedures for the control group were identical to those of the microteaching training group. Standardised test protocols were also utilised to assess changes in the dependent variables resulting from the intervention. The analysis employed Generalised Estimation Equations (GEE) followed by Bonferroni test to determine differences between and within the groups to support the study's hypothesis. Within-group effects indicated significant changes（p < 0.001） over time in the scores of various sub-skills in the experimental and control groups. This finding suggests that all sub-skills significantly improved over time, encompassing both pre-test and post-test assessments in the experimental and control groups. The between-group effects showed no statistically significant differences in the dependent variables at the pre-test stage (P>0.05) except verbal command skills. However, at the post-test stage, there were statistically significant differences （p < 0.05）between the experimental and control groups in all measured skills, indicating that microteaching training was more effective than standard training in enhancing the teaching skills of university students. The findings suggest that microteaching, focusing on breaking down complex teaching skills into manageable sub-skills, combined with audiovisual feedback and repeated practice, is more effective than standard training methods in improving PE teaching skills. This study indicates the effectiveness of microteaching in enhancing the teaching skills of PE students, improving teaching quality, and increasing graduate employability. The findings provide a reference for physical education teaching skills training programs， and this method can be widely applied in pre-service teacher training and teaching skills development.

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