Abstract

This study examined the effectiveness of an outcome-based pedagogical intervention on the instructional English competence of pre-service physical education teachers. A one-group pretest–posttest quasi-experimental design was employed with 60 first-year undergraduate students enrolled in a physical education program at a public university in Thailand. The intervention was implemented through an outcome-based training curriculum aligned with clearly defined learning outcomes, instructional activities, and performance-based assessment. Data were collected using an instructional English competency test administered before and after the intervention and a rubric-based behavioral assessment conducted after training. The data were analyzed using descriptive statistics and paired-samples t-tests. The results revealed a statistically significant improvement in instructional English competence, with the posttest mean score (M = 41.83, SD = 4.96) significantly higher than the pretest mean score (M = 28.47, SD = 5.21), t(59) = 14.62, p < .001. In addition, the behavioral assessment indicated a high overall level of instructional English competence (M = 4.22, SD = 0.39), with confidence in using English receiving the highest mean score. These findings suggest that outcome-based pedagogical design can effectively translate intended learning outcomes into observable instructional competencies and highlight the potential of Outcome-Based Education as a framework for curriculum development in physical education teacher education.

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