Enhancing Affordance Perception in Pre-Service Physical Education Teachers: Effects of Content Knowledge, Motor Experience and Visual Experience Programs

Mariëtte Van Maarseveen^1*Jonas Leenhouts²Annemarie De Witte²Eline Flux³Hemke Van Doorn³John Van Der Kamp^4,5

• ¹Research Centre for Human Movement, School and Sport; PETE Faculty, Windesheim University of Applied Sciences, Zwolle, Netherlands
• ²Faculty of Health, Nutrition & Sports; Research Group Healthy Lifestyle in a Supporting Environment, The Hague University of Applied Sciences, The Hague, Netherlands
• ³Faculty of Health, Sports and Physical Activity; Research Group Physical Activity In and Around School, Amsterdam University of Applied Sciences, Amsterdam, Netherlands
• ⁴Faculty o f Behavioral and Movement Sciences, VU Amsterdam, Amsterdam, Netherlands, Netherlands
• ⁵Research Centre for Human Movement, School and Sport, Windesheim University of Applied Sciences, Zwolle, Netherlands

This study examined the effects of educational programs focused on content knowledge, motor experience, and visual experience on the perceptual skills of pre-service physical education (PE) teachers. Based on an ecological approach, perceptual skill in PE teachers refers to their ability to perceive teaching affordances, i.e., the possibilities for teaching actions within the environment. A total of 60 PE pre-service teachers (age M = 21.0, SD = 2.3, 32% female) participated in educational cricket programs designed to enhance teaching skills. Participants were divided into three experimental groups (content knowledge, motor experience, visual experience) and one control group. Pre- and post-tests involved watching cricket scenarios to assess affordance perception, with gaze behavior tracked through eye-tracking technology. In the post-test, participants demonstrated faster intervention times, reduced uncertainty, and a broader, more differentiated perception of affordances. This highlights improved adaptability in teaching environments. Although group differences were modest, the visual experience groups showed a larger increase in affordances related to facilitating learning than other groups. Across all groups, participants implemented more selective, impactful interventions, and relied less on verbal guidance. These findings suggest that structured education fosters more confident, adaptive teaching styles, with small but meaningful effects depending on the type of educational content. However, the study’s short duration and reliance on video-based assessments may have limited its ecological validity. This highlights the need for teacher education rooted in authentic, interactive settings. Overall, this study demonstrates the value of incorporating content knowledge, motor experience and visual experience into PE teacher education programs to enhance pre-service teachers’ perceptual skills and improve the quality of physical education teaching.