Physical Activity Levels, Lesson Context, and Teacher Behaviours in Elementary Physical Education Classes Taught by Paraeducators

Abstract

Abstract:In the USA some states permit the use of paraeducators to teach elementary physical education. These paraeducators are typically poorly trained and have little experience in the subject matter. There have been few studies examining the potential effects of professional development with paraeducators. The purpose of this study was to determine the physical activity levels, lessons context, and teacher behaviors of paraeducators who had received varied amounts of professional development training. A total of 18 paraprofessionals from a potential sample of 54 were randomly selected to be observed teaching physical education using the System for Observing Fitness Instruction Time (SOFIT). ANOVA results indicated no significant differences by years of teacher training in each SOFIT category. Overall, children spent the majority of time in class standing (42.8%) and were only moderately-to-vigorously active for 32.1% of the class time, well below the national recommendation of 50% of class time. These results demonstrate that professional development is not enough to prepare paraeducators to teach elementary physical education. Only licensed and qualified teachers who complete professional training programs should be hired to teach in schools.

Classroom Teachers’ Practices of Physical Activity in 4th Grade Physical Education and Game Course

“…Housner ve Griffey (1985), deneyimli ve deneyimsiz BE öğretmenlerinin karar verme süreçleri üzerine yaptıkları çalışmada, deneyimli öğretmenlerin tecrübesiz öğretmenlere göre daha fazla alternatif öğretim stratejisi kullandığını, sayıca daha fazla öğretim stratejisi kullandığını ve daha az sözlü talimat verdiğini rapor etmiştir. Başka bir çalışmada, araştırmacılar, yardımcı öğretmenlerin BE sınıflarındaki öğrenci FA katılım düzeylerini, ders ortamı/içeriği ve öğretmen davranışlarını incelemiş ve farklı eğitim sürelerinin öğrenci FA katılım seviyeleri, ders ortamı/içeriği veya öğretmen davranışları üzerinde etkisi olmadığını belirtmiştir (Hannon, Destani, McGladrey, Williams ve Hill, 2013). Mevcut çalışmanın ve ilgili literatürdeki diğer çalışmaların sonuçları, cinsiyetin ve öğretmenlik deneyiminin, BE dersindeki öğrenci FA katılımı, ders ortamı/içeriği, öğretmen katılımı ve öğretmen etkileşimi açısından öğretmen davranışını etkilediğine yönelik yeterli kanıt sunmamaktadır.…”

Developing an Intentionally Designed Physical Activity Model of Programming for Children’s Structured Recreation in Canada

“…Previous research identified that during a structured one-hour recreation program, children spent as much as 60% of class time in sedentary behavior (standing, sitting, or lying down; Sheehan, 2015). Similarly, work conducted by Hannon et al (2013) indicated that children spent an average of 32.1% of PE class time engaging in MVPA, and the majority of the class (42.8%) standing. These studies provide a baseline for physical activity engagement during structured physical activity programs.…”