Systemic Success in Physical Education: The East Valley Phenomenon

Abstract

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.

Tennis Shoes Required

“…Involving teachers in such decisions has been shown to result in increased ownership of and subsequently increased commitment to PD's success (Armour & Yelling, 2007;Deglau & O'Sullivan, 2006;Le Fevre & Richardson, 2002;NPEAT, 2008;Parker, Patton, Madden, & Sinclair, 2010;Pissanos & Allison, 1996;Richardson, 1997). Multiple levels of support from facilitators, administration, other teachers, and university partners, have also been found to be a prerequisite for these environments (Deglau & O'Sullivan, 2006;Ha, Lee, Chan, & Sum, 2004;Parker et al, 2010;Prusak, Pennington, Graser, Beighle, & Morgan, 2010). To provide the necessary intensity to achieve future learning and substantive changes, PD also needs to be ongoing and sustained over time with continual follow-up and support for future learning (Parker et al, 2010;Patton & Griffin, 2008ab;Prusak et al, 2010;Ward, Doutis, & Evans, 1999).…”

“…Multiple levels of support from facilitators, administration, other teachers, and university partners, have also been found to be a prerequisite for these environments (Deglau & O'Sullivan, 2006;Ha, Lee, Chan, & Sum, 2004;Parker et al, 2010;Prusak, Pennington, Graser, Beighle, & Morgan, 2010). To provide the necessary intensity to achieve future learning and substantive changes, PD also needs to be ongoing and sustained over time with continual follow-up and support for future learning (Parker et al, 2010;Patton & Griffin, 2008ab;Prusak et al, 2010;Ward, Doutis, & Evans, 1999).…”

Overcoming Marginalization of Physical Education in America's Schools with Professional Learning Communities

“…Success, they argued, will be achieved only if practitioners and physical education teacher education (PETE) work together. Indeed, recent literature (McKenzie, 2006;Prusak, Pennington, Graser, Beighle, & Morgan, 2010) confirmed the effectiveness of collaborative efforts at all levels. Such reports on collaboration lend support to Henninger and Karlson's (2011) assertions that there are four imperatives to improving the status of physical education in the schools: (1) a quality curriculum and lesson design, (2) accurate assessment tools for studentlearning outcomes, (3) the provision of and participation in continued professional development, and (4) effective advocacy with administrators, students, parents, and the community.…”

A Critical Look at Physical Education and What Must Be Done to Address Obesity Issues

“…Thus, there is no way of knowing the number of programs that are striving to meet NASPE's standards and assessing their progress. To date, there has been only one study that examines success on a district level in PE (Prusak et al, 2010). Its findings indicate that without system-wide accountability, quality PE is unlikely if not impossible.…”

“…The most critical missing factor in PE today is that there is little or no accountability for PE teachers to create and sustain quality programs (Prusak, Graser, Pennington, Beighle, & Morgan, 2010). Thus, there is no way of knowing the number of programs that are striving to meet NASPE's standards and assessing their progress.…”