Classroom Teachers and the Challenges of Delivering Quality Physical Education (original) (raw)
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The purpose of this research was to examine the causes of marginalization in Physical Education (PE) and to examine how PE teachers can counter the effects of this marginalization. Therefore, a recent literature review was conducted for the purpose of investigating the effects of marginalization. Four studies addressed feelings of burnout among PE teachers, including isolation, lack of equipment, and lack of space. Three research articles addressed communication with parents to encourage their support of PE. These three articles examined the use of PE websites as a tool to stay in constant communication with parents. In addition, one research study looked at how PE assessments needed to be consistent with other content areas and aligned with state and national standards. Moreover, one research article addressed the causes of parents' misconceptions of their children's PE programs. The final research article was a case study that related to how one teacher was able to change ...
Self-Reported Barriers to Quality Physical Education by Physical Education Specialists in Texas
Journal of School Health, 2005
School-based programs offer an eficient means of promoting the health of a large number of children. The Coordinated Approach to Child Health (CATCH) program was designed to decrease risk factors for chronic disease in elementary school children and includes separate coordinated interventions for child nutrition services, physical education (PE), classmom instruction, and family education. Physical education specialists who attended CATCH training during school years 2000-2003 were surveyed about CATCH PE ai their respective schools. The survey included items pertaining to PE barriers, implementation and satisfaction of CATCH PE, and demographic characteristics. A serial cross-sectional study design was used; response rates were 58.6% in 2000, 20.9% in 2001, 38.7% in 2002, and 57.7% in 2003. The top two rank order barriers to quality PE were large class size and low academic value. Future research should focus on determining characteristics of schools that are achieving quality PE programs. (J Sch Health. 2005;75(8):313-319)
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Collegium antropologicum, 2021
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Journal of Physical Education and Sports Management, 2014
This paper examines the perspectives of eight elementary physical education specialists who teach children's physical education in classes with large student: teacher ratios. The physical education specialists taught classes with student: teacher ratios of up to 54:1 per class. Interviews were conducted with each physical education specialist. The questions were written to inquire about specific variables that effect elementary physical education: biggest issue faced when teaching, delivering daily quality physical education, class management time, adequate equipment, safe learning environment, learning opportunities, adequate opportunity for moderate to vigorous physical activity, class size ratios, administrator attitudes toward physical education and class sizes, professional consideration from peers, discouraging issues, and promising things that kept them going. Results indicated that large class sizes interfered with their ability to offer quality physical education programs to children. The physical educator specialists indicated that they, as well as their profession, were marginalized by others' attitudes. In spite of teaching environments that include large class sizes, lack of administrative support, peer apathy toward physical education as a legitimate academic discipline, and insufficient equipment to provide maximum participation for all students, the participants in this study were driven by a desire to see their students excel and develop a positive attitude toward physical activity.
Concerns about low levels of children's physical activity and motor skill development, prompted the Ministry of Education to trial a physical activity pilot project (PAPP) in 16 New Zealand primary schools. The project comprised professional development and training in physical education for lead teachers and introduced four physical activity coordinators to liaise with and increase physical activity opportunities in the pilot schools. A survey of generalist teachers (128 baseline, 155 post-intervention) from these schools looked at timetabled physical activity sessions and issues related to teaching physical education. The authors calculated means and standard deviations of data relating to timetabled PE sessions and used a one-way analysis of variance to determine significant differences. Results indicated time devoted to physical activity related subjects significantly increased over the course of the intervention. Teacher's reported improved confidence and competence, which resulted in an improvement in quality physical education delivered more often.
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Journal of Teaching in Physical Education, 2023
This study explored the tensions around physical and literacy integration initiatives from the view of physical education teacher education candidates. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates' programs. Results: We demonstrated candidates' recognition of the role of literacy integration within physical education in relation to (a) candidates' feelings of pride and defensiveness of their field, (b) the importance of teacher collaboration, (c) teachers' responsibility to support school goals and the students themselves, and (d) the potential of candidates to become change agents and leaders in their future school environments. Discussion/Conclusion: We assert that collaboration is required, and it must transpire within and among multiple educational contexts spaces, including K-12 settings, among teacher education faculty and programs, and across K-12 and higher education divides.