Curricula Equity in Required Ninth-Grade Physical Education

1999 ◽  
Vol 19 (1) ◽  
pp. 2-21 ◽  
Author(s):  
Gloria E. Napper-Owen ◽  
Susan K. Kovar ◽  
Kathy L. Ermler ◽  
Joella H. Mehrhof
Keyword(s):  
Physical Education ◽  
Title Ix ◽  
Team Sports ◽  
Physical Educators ◽  
Education Programs ◽  
Entire Sample ◽  
9Th Grade ◽  
Socially Constructed ◽  
Central District ◽  
Individual Sports

Physical educators from randomly selected high schools (N = 180) in the AAHPERD Central District were surveyed via telephone regarding their required (9th grade) physical education programs. Four researchers scored the 180 instruments, and each instrument was scored independently with a 96% inter-rater reliability. For the entire sample, 52% of the activity units were team sports, 39% individual sports, 4% dance-gymnastics, and 4% adventure-cooperative-recreational. Of the 180 schools, 71% conducted programs in compliance with Title IX. Of the teachers interviewed, 88% of the females and 30% of the males taught outside their socially accepted areas, although they tended to conduct similar curricula. In general, schools delivered traditional multi-activity programs emphasizing team and lifetime sports, while 25% of the schools had programs with a primary emphasis on competitive, contact, male-oriented team activities. Thus, curricula tended to perpetuate the current socially constructed view of gender and physical activity.

Determinants of Attitudes Toward Physical Education

1985 ◽  
Vol 4 (4) ◽  
pp. 229-240 ◽  
Author(s):  
Grace E. Figley
Keyword(s):  
Physical Education ◽  
Critical Incident ◽  
Great Majority ◽  
Teacher Education Programs ◽  
Physical Educators ◽  
Incident Report ◽  
Education Programs ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Attitudes Toward Physical Education

The development of positive attitudes toward physical education has been a longstanding and desirable goal of the program of physical education. The intent of this investigation was to identify those aspects of the program students reported as turning them on to or turning them off from physical education. The critical incident report was the tool used to gather information. The subjects (N = 100) classified the reported incidents as either positive or negative, and their comments were then categorized into five broad categories: (a) teacher, (b) curriculum, (c) atmosphere of the classroom, (d) peer behavior, and (e) perceptions of self. Further classification occurred within each category. The results indicated that the items most frequently mentioned in relation to both positive and negative attitudes related to the teacher and the curriculum. Some interesting patterns evolved both within and between the various categories. The most encouraging aspect of the investigation is that the great majority of causal determinants of negative attitudes are amenable to change. If physical educators value the goal of developing positive attitudes toward physical education, then information gathered in studies such as this should prove valuable to both current physical educators and those involved in teacher education programs.

The post 16 gap: how do young people conceptualise PE? An exploration of the barriers to participation in physical education, physical activity and sport in senior school pupils

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Joe G. Cowley ◽  
Ian McIntosh ◽  
John Kiely ◽  
Dave J. Collins
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Team Sports ◽  
Holistic Approach ◽  
Physical Educators ◽  
Physical Literacy ◽  
High Quality ◽  
Global Pandemic ◽  
Adult Fitness

Abstract Previous studies have identified several key barriers to Physical Education, Physical activity and Sport (PEPAS). However, there is a paucity of qualitative evidence investigating why young people do and do not participate in PA and the relationship between their levels of participation at different stages of life. This study builds on a previous study and aims to investigate the barriers to PEPAS in adolescents at transition stage. The extant literature highlights that instilling regular PA throughout life strongly relies on developing physical literacy through participation in high quality physical education. Despite the understanding of the importance of high quality physical education, there is an over emphasis on the short term outcomes of physical education (PE) sessions which have been noted to overemphasise immediate physical activity rather than focus on educational outcomes important to physical literacy. Anecdotally, the recent Covid 19 Global pandemic and subsequent lockdown has resulted in a digitalisation of PE in schools and a subsequent reliance of PA programmes based on adult fitness classes, which may not necessarily be categorised as PE in its true sense. Twenty-four respondents aged 16–19 were divided into five focus groups. Data were analysed verbatim using NVivo following the guidelines by Braun and Clark (2006) on thematic analysis. The findings indicated that most respondents equated PE with team sports. Findings suggest that Physical Educators need to acknowledge how past and present experience of PE impacts young people’s future motivation to continue PA beyond school. Delivery of traditional PE lessons, prioritising sporting ability, can act as a participation barrier to pupils who consider themselves “non-sporty”. Accordingly, a shift towards inclusive pedagogical models with an emphasis on a holistic approach, may best promote the physical literacy necessary for the competence and confidence to continue movement in a lifelong capacity.

Development of Self-Concept and Self-Efficacy: Considerations for Mainstreaming

1985 ◽  
Vol 2 (4) ◽  
pp. 320-327 ◽  
Author(s):  
Diane H. Craft ◽  
Patricia I. Hogan
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Affective Domain ◽  
Self Concept ◽  
Educational Outcome ◽  
Physical Educators ◽  
Considerable Influence ◽  
Education Programs ◽  
Handicapped Children

Humanistic goals related to the affective domain have been of considerable influence in the justification of mainstreaming. Physical educators have traditionally identified development in this domain as a salient educational outcome of physical activity and of physical education programs. Concerning handicapped children in regular physical education programs, the benefits related to development in the affective domain have been espoused and projected to be significant. However, development in the affective domain (especially as related to self-concept and self-efficacy) does not occur incidentally, but must be planned for. This article elaborates on the constructs of self-concept and self-efficacy and discusses the implications for developing or enhancing these constructs in mainstreamed handicapped children.

scholarly journals Raising “Good Vigorous Animals”: Medical Interest in Children's Health in Ontario, 1890-1930

2009 ◽  
Vol 12 (2) ◽  
pp. 129-149
Author(s):  
Helen Lenskyj
Keyword(s):  
Physical Education ◽  
Turn Of The Century ◽  
Children's Health ◽  
Reproductive Capacity ◽  
Children’S Health ◽  
Physical Educators ◽  
Socially Constructed ◽  
Femininity And Masculinity ◽  
Medical Interest ◽  
The Ideal

ABSTRACT Vitalist theories of physiology, together with notions of 'femininity' and 'masculinity,' helped to shape medical views and practices relating to children's health in Ontario at the turn of the century. In their pronouncements on sex-appropriate school programmes and curricula, doctors and medically-trained physical educators were influenced as much by socially constructed notions of the ideal feminine personality as by medical considerations such as female chest development, menstrual function and reproductive capacity. The practice of sport and physical education in most Ontario schools reflected this medical conservatism.

Integrating Knowledge of Disability Throughout the Physical Education Curriculum: An Infusion Approach

1994 ◽  
Vol 11 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Karen P. DePauw ◽  
Grace Goc Karp
Keyword(s):  
Physical Education ◽  
Undergraduate Students ◽  
Professional Preparation ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Education Curriculum ◽  
Preparation Programs ◽  
Individuals With Disabilities ◽  
Socially Constructed ◽  
Traditional Approaches

In preparing for the 21st century, faculty and professional preparation programs must be responsive to the ever-expanding knowledge base in physical education and sport, as well as the shifting economic and social conditions in society. Creative approaches to undergraduate education will be needed. Current curricular approaches in undergraduate physical education programs provide minimal preparation in disability issues for undergraduate students. Since the 1970s, specialists in adapted physical education have been educated and provided with the necessary skills for teaching individuals with disabilities in specialized settings. On the other hand, the preparation of regular physical educators, who will provide physical activity for the majority of individuals with disabilities, is inadequate. Traditional approaches espouse a hierarchical delivery of information that is not only unrelated to other knowledges but often devoid of the viewpoint that knowledge and situations are problematic and socially constructed. A model is proposed that integrates knowledge and understanding of disability issues and infuses them throughout the undergraduate physical education curriculum.

scholarly journals Types of students’ physical activity in a higher educational institution

2021 ◽  
pp. 88-92
Author(s):  
Lyudmila Petruk ◽  
Oleh Fedorovych ◽  
Iryna Biruk ◽  
Elena Sinitsyna ◽  
Lyudmila Zarichanska
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young Women ◽  
Educational Institution ◽  
Team Sports ◽  
Young Men ◽  
First Year ◽  
First Year Students ◽  
Individual Sports ◽  
Academic Year

This article presents the results of the questionnaire and comparison, which allows determining the interest of first-year students in different types of physical activity at the National University of Water and Environmental Engineering. The purpose of the study is to determine students’ interest in different types of physical activity offered as part of physical education in a higher educational institution. According to their preferences, first-year students are suggested to choose either team sports (football, mini-football, volleyball, basketball), individual sports (table tennis, athletics, arm wrestling, weightlifting, boxing, swimming, chess, and checkers), or fitness activities for physical education classes in an educational institution. The comparative analysis of the obtained data demonstrates the pattern of an increase from 65.1% in the 2015-2016 academic year to 71.0% in the 2020-2021 academic year in the number of young men, who have chosen and are engaged in a certain sport in an educational institution, and decrease from 34.9% in the 2015-2016 academic year to 29.0% in the 2020-2021 academic year in the number of young women interested in physical activity at the university. Within five years, the number of young men choosing team sports has decreased from 75.6% in the 2015-2016 academic year to 63.3% in the 2020-2021 academic year, and the number of young men interested in individual sports has increased from 24.4 % in the 2015-2016 academic year to 36.7% in the 2020-2021 academic year. Fitness classes remain the most popular among female students, although there has been a decrease in the number of young women choosing it for physical education from 83.3% to 71.8% over five years. Team sports are gaining more popularity among first-year female students with only 5.3% choosing them as part of physical education in an educational institution in the 2015-2016 academic year, to 10.2% in the 2020-2021 academic year. A gradual interest in individual sports from 11.4% to 18.0% is observed in young women over five years.

Secondary Physical Educators and Sport Content: A Love Affair

2013 ◽  
Vol 32 (4) ◽  
pp. 375-393 ◽  
Author(s):  
Matthew Ferry ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Educators ◽  
Love Affair ◽  
Education Programs ◽  
Emotional Bonds ◽  
Nature Of Teaching

Despite the expansion and diversification of contemporary physical activity culture, curricula of many secondary physical education programs remain narrowly comprised of sport content. Given the personal and contextual nature of teaching and the immense amount of control teachers exercise over their programs, we examined how a group of 15 secondary physical educators selected content. Using Interpretive methodology we spent two school years working with the teachers. The main finding of this study revealed that the deeply embodied biographically based emotional connections these teachers had with sports played a powerful role in how they selected content. In particular, we found that the teachers’ discussion of their emotional bonds with sports were very akin to how one might explain a love affair. Sternberg’s (1986) Triangular Theory of Love and other literature are used to explain what this love affair may mean for all stakeholders concerned with curricula in secondary physical education.

Gender Integration in Collegiate Combative Physical Education Classes

2018 ◽  
Vol 26 (2) ◽  
pp. 134-141
Author(s):  
Alexander J. Bedard ◽  
Kevin A. Bigelman ◽  
Lynn R. Fielitz ◽  
Jeffrey D. Coelho ◽  
William B. Kobbe ◽  
...  
Keyword(s):  
Physical Education ◽  
Female Athletes ◽  
Medical Personnel ◽  
Physical Educators ◽  
Social Psychological ◽  
Education Programs ◽  
Gender Integration ◽  
Safe Environment ◽  
High Profile ◽  
Self Confidence

Collegiate combative physical education classes, such as boxing, grappling, wrestling, and martial arts, offer many positive benefits to students and institutions. There has been an increased interest in combative sports in recent years. As a result of media focus on high-profile female athletes in combative sports, combative physical education classes have become increasingly popular with women. Physical education programs stand to greatly benefit from gender integration of combative classes. Educators and administrators, however, need to consider a number of social, psychological, physiological, and medical factors in order to ensure successful gender integration. Approaching gender integration with a careful and deliberate process that involves physical educators, administrators, and medical personnel will ensure programs maintain an authentic yet safe environment contributing to the attainment of course objectives. When executed in a prudent and deliberate manner, gender integration of combative course offerings has been anecdotally observed to improve women’s self-confidence, sense of inclusion, teamwork, and to enhance cohesion among students of both genders.

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