ORIGINAL ARTICLE
Improving coping with stressful teaching situations – an intervention study with physical education teacher
education students
1
Institute of Psychology, Department of Health and Social
Psychology, German Sport University Cologne, Germany
Submission date: 2025-08-28
Acceptance date: 2025-10-28
Publication date: 2026-03-31
Corresponding author
Ulrike Hartmann
Institute of Psychology, Department of Health and Social Psychology, German Sport University Cologne, Am Sportpark Müngersdorf 6, 50933, Cologne, Germany
Institute of Psychology, Department of Health and Social Psychology, German Sport University Cologne, Am Sportpark Müngersdorf 6, 50933, Cologne, Germany
TRENDS in Sport Sciences 2026;33(1)
KEYWORDS
TOPICS
ABSTRACT
Introduction:
To prepare physical education teacher education (PETE) students to handle stressful teaching situations, a stress lab was developed consisting of an e-learning unit (knowledge acquisition) and a practical unit (practicing skills).
Aim of the study:
The aim of this study is to verify whether participation in the stress lab enhances PETE students’ perceived competences (knowledge and skills) in handling stressful teaching situations and whether participation in the e-learning unit before the practical unit can lead to more perceived competences.
Material and methods:
Two intervention groups were formed, one group participated in both parts of the stress lab, the other group participated in the practical unit only. PETE students were surveyed before and after participation (perceived competences).
Results:
Results showed that participation improved PETE students’ perceived competences. This effect occurred in particular when PETE students participated in the e-learning unit beforehand. After participating in the e-learning unit, PETE students perceived more competences than before.
Conclusions:
PETE students benefit from participating in the stress lab, therefore it should be integrated into university teaching in the future.
To prepare physical education teacher education (PETE) students to handle stressful teaching situations, a stress lab was developed consisting of an e-learning unit (knowledge acquisition) and a practical unit (practicing skills).
Aim of the study:
The aim of this study is to verify whether participation in the stress lab enhances PETE students’ perceived competences (knowledge and skills) in handling stressful teaching situations and whether participation in the e-learning unit before the practical unit can lead to more perceived competences.
Material and methods:
Two intervention groups were formed, one group participated in both parts of the stress lab, the other group participated in the practical unit only. PETE students were surveyed before and after participation (perceived competences).
Results:
Results showed that participation improved PETE students’ perceived competences. This effect occurred in particular when PETE students participated in the e-learning unit beforehand. After participating in the e-learning unit, PETE students perceived more competences than before.
Conclusions:
PETE students benefit from participating in the stress lab, therefore it should be integrated into university teaching in the future.
| eISSN: | 2391-436X |
| ISSN: | 2299-9590 |
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