摘要：Problem Statement The appropriate use of assessment is a major issue for both in-service and pre-service physical education (PE) teachers. Part of the issue that PE teachers face specific challenges that are unique to the discipline of PE,and to effectively assess students in PE takes careful consideration of many different variables. Consequently,it is important to develop a clear understanding of what skills a PE teacher can utilize to assist them when conducting student assessment. One skill that some PE teachers could use is mental imagery,but to date,there has been minimal research related to the use of mental imagery by PE teachers. Approach A purposive sample of highly experienced PE teachers (n=15) who presently taught PE at the middle or secondary school level was attained. Semi-structured one-on-one interviews were conducted with each participant to investigate their usage of mental imagery to assist with assessment practices. Purpose The purpose of this study was to establish whether or not physical education (PE) teachers use mental imagery to assist with their assessment practices,and if so,what does this mental imagery use look like. Results The results demonstrated that all of the PE teachers engaged in this study indicated use of mental imagery to assist with assessment practices. Specifically,the participants most commonly reported using mental imagery related to assessment as an aid for providing effective feedback and correction,as well as to help with grading. Conclusions Due to the findings in the present study that highly experienced PE teachers find beneficial uses for mental imagery in relation to many different facets of their assessment practices,it would be valuable to provide dedicated education to all PE teachers (especially pre-service or early career) around the potential uses of mental imagery and various strategies for that usage when it comes to assessment practices.
