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This paper reports the underlying theory, methods, results, and conclusions of a study investigating relations among 26 ninth and/or tenth grade physical education teachers’ age, beliefs about knowledge, ability, and the need for cognition, and their preferred instructional methods and aims. Each has been associated with a variety of outcomes in physical education. Results revealed that most teachers preferred a relativist worldview and more highly valued curricular outcomes such as fitness, character, and community, to skill and knowledge. More autonomous practices were associated with a contextualist worldview and to a high belief in the need for cognition, and negatively to a realist perspective and to direct teaching. Finally, a contextualist worldview, a higher need for cognition, and higher incremental ability conceptions, and lower entity ability conceptions were statistically correlated to lower (more availing) beliefs in the simple-integration and stable-expertise of knowledge. Implications for scholars and practitioners are asserted.

An Analysis of Correlations among Secondary School Physical and Health Education Teachers’ Beliefs and Instruction