Teachers' Perspectives on Creating an Inclusive Climate in Middle School Physical Education for Overweight Students

2019 ◽  
Vol 89 (6) ◽  
pp. 476-484 ◽  
Author(s):  
Paul Rukavina ◽  
Sarah Doolittle ◽  
Weidong Li ◽  
Angela Beale‐Tawfeeq ◽  
Mara Manson
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Teachers Perspectives ◽  
Inclusive Climate

Middle School Physical Education Teachers’ Perspectives on Overweight Students

2016 ◽  
Vol 35 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Sarah A. Doolittle ◽  
Paul B. Rukavina ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Physical Education Teachers ◽  
Ecological Constraints ◽  
The Social ◽  
Multiple Case ◽  
Treat All ◽  
Teachers Perspectives ◽  
Constraints Model

Using the Social Ecological Constraints model, a qualitative multiple case study design was used to explore experienced and committed middle school physical education teachers’ perspectives on overweight and obese students (OWS), and how and why they acted to include OWS in physical education and physical activity opportunities in their school environments. Three themes emerged. 1) OWS are “the same, but different.” Teachers attempted to treat all students the same, but perceived variations among OWS’ participation in PE and related individual constraints. 2) Teachers’ concerns lead to individual goals and specific actions. Teachers identified specific goals and approaches to help individual OWS who needed extra attention. 3) OWS are a responsibility and challenge. Many of these teachers felt a responsibility to devote extra time and effort to help struggling OWS to succeed. These teachers avoided obesity bias, and exhibited beliefs and actions similar to a caring perspective.

Middle School Teachers’ Strategies for Including Overweight Students in Skill and Fitness Instruction

2015 ◽  
Vol 34 (1) ◽  
pp. 93-118 ◽  
Author(s):  
Paul B. Rukavina ◽  
Sarah Doolittle ◽  
Weidong Li ◽  
Mara Manson ◽  
Angela Beale
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Motor Skill ◽  
Physical Education Teachers ◽  
School Resources ◽  
Game Play ◽  
The Social ◽  
Teachers Perspectives ◽  
Multicase Study ◽  
Depth Interviews

As part of a larger study, this paper describes teachers’ perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth interviews, class observations, and artifacts from nine experienced and committed suburban middle school Physical Education teachers. Constant comparison was used to generate themes and trustworthiness procedures were used to confirm findings. Two types of strategies for including OWS in instruction were identified: First-order and Second-order. School resources, shared program goals, and beliefs about students and teaching were factors influencing teachers’ decisions and actions for teaching motor skill/game play and fitness content to OWS.

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