Southern California Elementary Physical Education Specialists and Non- Specialists (original) (raw)
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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)
Annals of Behavioral Medicine, 2013
Background California law has standards for physical education (PE) instruction in K-12 public schools; audits found that the Los Angeles Unified School District did not enforce the standards. In 2009, the district adopted a PE policy to comply with these standards. Purpose This study aimed to evaluate the outcomes of the PE policy in district schools. Methods PE class observations were conducted using the System for Observing Fitness Instruction Time in the 2010-2011 and 2011-2012 school years in an income-stratified random sample of 34 elementary, middle, and high schools to assess changes in PE class size, class duration, and time students spent in moderate to vigorous physical activity. Results PE class duration increased in high-income elementary schools. Mean class size decreased in low-income middle schools. Conclusions There was limited implementation of the PE policy 2 years after passage. Opportunities exist to continue monitoring and improving PE quantity and quality.
Promoting Elementary Physical Education: Results of a School-Based Evaluation Study
Health Education & Behavior, 2010
Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than s...
Teaching and Learning, 2011
This paper reports the underlying theory, methods, results, and conclusions of a study investigating relations among 26 ninth and/or tenth grade physical education teachers’ age, beliefs about knowledge, ability, and the need for cognition, and their preferred instructional methods and aims. Each has been associated with a variety of outcomes in physical education. Results revealed that most teachers preferred a relativist worldview and more highly valued curricular outcomes such as fitness, character, and community, to skill and knowledge. More autonomous practices were associated with a contextualist worldview and to a high belief in the need for cognition, and negatively to a realist perspective and to direct teaching. Finally, a contextualist worldview, a higher need for cognition, and higher incremental ability conceptions, and lower entity ability conceptions were statistically correlated to lower (more availing) beliefs in the simple-integration and stable-expertise of knowle...
Research quarterly for exercise and sport, 2018
Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs. Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Participants' familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introd...
Australian Journal of Teacher Education, 2016
Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have selfreported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and prospectively as practising teachers. This may indicate that either this particular tertiary institution provides curriculum which adequately prepared participants; or participants had misconceptions about their ability and preparedness to fulfill this role. This investigation provides important empirical evidence for preparing pre-service physical education teachers in their potential future roles.
Facilitators and barriers to adopting evidence-based physical education in elementary schools
Journal of physical activity & health
Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts. Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses. Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school's PE program outcomes and did not share the same perceptions of PE barriers. However, prin...
American Journal of Health Education, 2020
Background: There is a need to understand how schools adopt physical activity approaches (curricula, programs and practices), but few studies report on this process. Purpose: To obtain elementary school staff's perspectives regarding how their schools are currently adopting physical activity approaches. Methods: We recruited 15 participants from four job types in an urban Texas school district to participate in semi-structured interviews. We coded and analyzed interviews using directed content analysis and iterative categorization. Results: We identified four themes pertaining to how the district, schools, and teachers contribute to the adoption of approaches. Themes included: (1) Staff identify new approaches through numerous channels; (2) Adoption occurs at multiple organizational levels; (3) District staff fulfilled a supporting role in the adoption process; and (4) School staff's perceptions of approach characteristics influence adoption. Discussion: We found that schools adopt physical activity approaches at both the district-and school-level. Additionally, multiple stakeholders played a role in the adoption process and those roles varied across approaches. Translation to Health Education Practice: Time, money, space, staff, competing priorities, limited information, the school's mission, and the benefits an approach provides to children are factors that researches and practitioners should consider when starting a new physical activity approach.