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Perceptions of Elementary Physical Education from

Administrators, Teachers & Parents


.

Shannon Loveridge & Kelsey Saunders


Introduction
It has been noticed that since physical education is not
considered a core subject, it is not often valued as
other subjects in school (Burgeson, 2004). Due to the
marginalization in physical education, administrators,
teachers and parents have perceptions of what physical
education is, when those perceptions tend to be based
off of personal experiences and what physical
education teachers would now consider inappropriate
teaching practices (Williams, 1996). Physical educators
struggle with showing the value for physical education.
Many individuals do not see or do not know that
learning does occur in a gymnasium environment. The
end goal of physical education is to assist students with
developing knowledge, skills and confidence to be
physically active in and out of the physical education
classroom for the rest of their lives (Burgeson, 2004).
Physical education classes provide students with the
knowledge of fundamental movement and skills to be
successful in physical activities outside of the physical
education classroom. Children can then value living
healthy lifestyles and can have confidence to participate
in any physical activity outside of a school setting.
The purpose of this project was to investigate
administrators, teachers, and parents perceptions
of elementary physical education.

Project Questions
1. How do elementary school administrators,
teachers, and parents perceive the level of
importance of physical education with
regard to the five National Standards?
2. What do elementary school administrators,
teachers, and parents believe to be the
purpose of elementary physical education
and what do they believe that elementary
school students should be able to know
and do as a result of participating in
physical education during his or her
elementary years?

College of Natural and Health Sciences


School of Sport and Exercise Science

Methods

Conclusion

Participants/Setting
Whittier International Elementary School (Title 1), Boulder, CO
1 Administrator (Principal)
23 Classroom teachers
118 Parents of K-5th grade students
Instrumentation
Perceptions of Elementary Physical Education from
Administrators, Teachers and Parents
Open Ended Questions (1 & 7)
1, What do you believe is the purpose of physical education at the elementary level (K5)?
7. What do you think students should be able to know or do as a result of physical
education at the elementary level?
Likert-Scale Questions (2-6)
1-Not at all important 2-Not very important 3-Somewhat important 4-Very important
2. Students demonstrate proficiency in a variety of motor skills & movement patterns
3. Students apply knowledge of concepts, strategies & tactics related to movement &
performance
4. Students demonstrate knowledge and skills to achieve & maintain a healthy, active
lifestyle
5. Students exhibit responsible personal & social behavior that respects self & others.
6. Students recognize the value of physical activity for health, enjoyment, challenge,
self-expression &/or social interaction
Analysis
Quantitative data analyzed with measures of central tendency for Likert-scale
questions
Qualitative data analyzed with open (develop categories of concepts and themes) and
axial (building connections within categories) coding (Strauss & Corbin, 1998)

Results
All participants reported moderately positive perceptions of importance of
national PE standard content in elementary PE:
Administrator: M = 3.6, SD = .54
Teachers: M = 3.8, SD = .25
Parents : M = 3.68, SD = .34
Major themes for the Purpose of PE: Sportsmanship and Cooperation, Fun and
Enjoyment, Health and Wellness, Healthy Lifestyles, Release of Energy,
Exercising and Being Active and Participating in Sports
Major themes for what students should know/do as a result of Elementary
PE: Rules, Fun and Enjoyment, Health and Healthy Lifestyles, Participating in
Games, Participating in Sports, Physical Activity, and Problem Solving

An administrator, teachers and parents completed a


survey in order to collect data to analyze common
perceptions about what students do and learn in a
physical education program at the elementary level.
The results of the survey revealed that administrators,
teachers and parents perceived physical education as a
place for students to learn and play as a means to stay
active and healthy for a lifetime. However, it was found
that administrators, teachers and parents are missing
the link of understanding that quality physical education
is more than just playing games and sports and
knowing the rules. For future investigation on this topic
surveying multiple populations and more schools should
be considered, which would enable a deeper look into
the common perception themes. Quality physical
education programs enable students to meet national
standards so that each student can become physically
literate for a lifetime.

Selected References
Burgeson, C. R. (2004). Physical educations critical role in educating the whole child &
reducing childhood obesity. Retrieved from http://www.aahperd.org/naspe
/publications/teachingTools/upload/EducatingtheWholeChild_NASBE.pdf.
Strauss, A., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and
procedures for developing grounded theory. Thousand Oaks, CA: SAGE Publications.
Williams, N. F. (1996). The physical education hall of shame: Part III: Inappropriate
teaching practices. Journal of Physical Education, Recreation & Dance, 67(8), 45Retrieved from http://home.comcast.net/~physedteacher
/QualityPE/HallofShame3.pdf.

48.

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