In physical education, whether children believe they can succeed depends heavily on how teachers support them in their learning. Kohake has been researching which behaviors are particularly conducive to this since completing her dissertation. The physical education educator studied mathematics and physical education in Hamburg, where she earned her doctorate in 2021. She then conducted research at the University of Münster for about four years before moving to Hildesheim in April 2026. In her dissertation, she studied the motivation of children aged 8 to 13. Her findings revealed that while the need for self-determination takes center stage in many other areas of life, the experience of competence plays a decisive role in sports. When Kohake asks children why they like going to practice or what they enjoyed in physical education class, she almost always hears the same answer: “I learned something new and accomplished something difficult.”

Making Educational Quality Measurable

To systematically assess teachers’ behavior, the professor uses the CLASS (Classroom Assessment Scoring System) observation tool. This is not a technical measuring device, but rather a scientific evaluation grid. Trained observers watch physical education classes, either in person or via video, and evaluate the teacher’s behavior based on clearly defined criteria. The instrument is divided into three main areas: emotional support, classroom management, and instructional support. While the first two areas could largely be adapted from general teaching research, the third area had to be specifically tailored for physical education: “When it comes to motor learning, different approaches are effective than those used in classroom learning,” explains Kohake.

Here’s an example: “The best way for me to learn how to shoot a basket is by actually shooting at the basket. That’s more effective than analyzing in detail beforehand exactly what the trajectory should be.” Equally important is the quality of the feedback: not just a general “Good job!”, but specific feedback such as, “Try to extend your arm more when you shoot.” Kohake passes these insights directly on to her students. In seminars, the aspiring physical education teachers become familiar with the CLASS instrument, analyze video examples, and put what they’ve learned into practice during microteaching sessions: “Teaching is very important to me, because within the field of physical education pedagogy, we have a special responsibility for our own teaching methods. We’re training future physical education teachers who will act as multipliers and pass on their knowledge to schools and sports clubs,” says the professor.

Violence Prevention in Sports: Protection Starts with the Youngest

The professor’s focus on pedagogical quality leads to another area of interest: violence prevention: “We want high pedagogical quality, and that also means nonviolence.” Together with the German Gymnastics Federation (DTB) and the Hessian Gymnastics Association, Kohake is developing prevention strategies. One key component, for example, is a code of conduct for athletes, parents, coaches, and officials: “We need clear rules that everyone must follow, so that everyone knows what behavior is acceptable and what isn’t.” She considers it particularly important to start with the youngest children. In workshops, Kohake talks to children as young as four about children’s rights and uses role-playing exercises to help them practice how to react in borderline situations and seek help.

A new project has been underway in Hildesheim since June 1: Athletes, parents, coaches, and officials are being surveyed at the German Gymnastics Federation’s (DTB) youth training centers. This is supplemented by direct on-site observations. The goal is to obtain an honest snapshot of the current situation to identify where the quality of instruction is already adequate and where improvements are still needed. For Kohake, quality of instruction means supporting children in their development: “We want them to enjoy sports, to believe in their own abilities, and to feel safe while doing so.”