Engaging Students in Physical Education: Key Challenges and Opportunities for Physical Educators in Urban Settings

Sliwa, Sarah; Nihiser, Allison J.; Lee, Sarah; McCaughtry, Nathan A.; Culp, Brian; Shannon, Michael C.

doi:10.1080/07303084.2017.1271266

Cited by 12 publications

(6 citation statements)

References 56 publications

(98 reference statements)

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“…In the analysis of the number of physical education policies, urban schools were shown to be implementing a higher number of polices compared to rural schools. This supports national efforts of targeting urban school districts for physical education . It also highlights a critical need to better understand the support and delivery system of physical education policies in rural schools.…”

Section: Discussionsupporting

confidence: 59%

Physical Education Policies in US Schools: Differences by School Characteristics

Michael

Brener

Lee

et al. 2019

Journal of School Health

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BACKGROUND:We assessed the extent to which schools in the United States implement physical education policies identified in SHAPE America's Essential Components of Physical Education document and how implementation of these policies varies by school characteristics. METHODS:School policy data were collected as part of the 2014 School Health Policies and Practices Study via computer-assisted personal interviews in a nationally representative sample of K-12 schools and were linked to extant data on school characteristics. Bivariate analyses and Poisson regression model were used to examine how physical education policies differed by school characteristics. RESULTS:Five physical education policies varied by region and 3 varied by school level. Requiring certified, licensed, or endorsed physical education teachers varied by all school characteristics except school level and percentage of students eligible for free or reduced-price lunch. The average number of physical education policies implemented by schools was 3.0. The number of policies varied by metropolitan status and school level. CONCLUSIONS:The findings suggest many schools are only implementing a few of the physical education policies that can strengthen their physical education programs. These findings can be used to target professional development and technical assistance for physical education practitioners on policy and implementation.

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Section: Discussionsupporting

confidence: 59%

Physical Education Policies in US Schools: Differences by School Characteristics

Michael

Brener

Lee

et al. 2019

Journal of School Health

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“…For example, girls are encouraged to participate in “feminine sports” like tennis, netball, and dance (Yungblut et al, 2012). Adolescent girls who take part in “masculine sports” are typically othered, masculinised, and/or subjected to misogynistic, racialised, and/or homophobic abuse (Sliwa et al, 2017). Our participants raised three stereotype-related points: the association of gender with PE activities; the school institution and its role in perpetuating gender myths; and signs of change in stereotyping.…”

Section: Resultsmentioning

confidence: 99%

Adolescent perspectives on gendered ideologies in physical activity within schools: Reflections on a female-focused intervention

O’Reilly

Talbot

Harrington

2022

Feminism & Psychology

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There has been growing concern about rising physical inactivity levels in female adolescents, with schools taking some responsibility to address this. Programmes designed for and by girls are increasingly being used by developing or delivering a programme of change and consultation to improve physical activity, physical education, and sport in school. However, to build an understanding of the nuances of such interventions, and better appreciate any gendered benefits and challenges, girls’ voices need to be heard. Based on data from 16 focus groups from 8 schools participating in a female-focused intervention trial (“Girls Active”), we explored adolescent girls’ views of this type of intervention. We used reflexive organic thematic analysis to understand key issues. Four themes were developed: stereotypes; choice; empowerment and voice; and equality. Our feminist approach centralised adolescent girls’ voices, thereby recognising that physical activity is rooted in patriarchal constructions that position girls as naturally uninterested in sport and activity. We suggest gender-focused interventions can actively address stereotypes by listening to girls.

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“…It is usual that the activities applied in the PE are based on the immediacy of the objective to be achieved from an individual approach (throwing faster, arriving running before the colleagues, making more jumps than the others…). This type of conception of the subject, applied year after year, creates in the student a driving culture, where what matters is individuality above any collective, creative and social criteria ( Pill and SueSee, 2017 ). When this logic of acting is imposed, the students with more individual success reject any kind of change in the subject, since the protagonism to which they were accustomed is reduced.…”

Section: Discussionmentioning

confidence: 99%

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

et al. 2020

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Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

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Engaging Students in Physical Education: Key Challenges and Opportunities for Physical Educators in Urban Settings

Cited by 12 publications

References 56 publications

Physical Education Policies in US Schools: Differences by School Characteristics

Physical Education Policies in US Schools: Differences by School Characteristics

Adolescent perspectives on gendered ideologies in physical activity within schools: Reflections on a female-focused intervention

“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers

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