Dominique Banville

High school student attitudes about physical education

This study examined attitudes of high school students toward fitness and sports activities taught in physical education, and the perceived effectiveness of their physical education curriculum for improving their fitness and skill levels. Students from six high schools and 17 intact physical education classes agreed to participate. Data were collected using a questionnaire completed by 515 students, 159 of whom participated in focus group interviews. Results indicated student preference for a wider variety in sport and fitness activities, an increase in level of challenge in physical education classes, and an increase in student motivation for participating in activities outside of school. Student attitudes were accepting or tolerant of participation in fitness activities due to known health benefits. Most students liked physical education class that included some form of game play. In addition, they stressed the need for adding interesting activities that included active participation while having fun. Student recommendations included strategies for improving instruction and for grouping students by skill levels for appropriate challenge.

High School Physical Education Teacher Perceptions of Block Scheduling

In recent years, the blocked class schedule has replaced the shorter traditional schedule in high schools throughout the United States. In order to study this change, these researchers examined physical education teacher perceptions of their experience teaching on a block schedule compared to the traditional schedule. The views of fifteen physical education teachers from eight high schools located in a southeastern school district in the United States were obtained from individual interviews at their school sites. Teachers reported several changes in their AB class formats including the daily class emphasis on fitness, the use of several class transitions during their 90-95 minute lessons, and the use of a limited variety of teaching strategies in blocked classes. Consistent with previous research findings, teacher perceptions indicated their reduced stress levels, a decline in student absenteeism and tardiness, and reduced student behavior problems after changing to block scheduling from a traditional format. Sixty six percent of teachers perceived that students learned more in blocked versus traditional classes but they had no documented evidence of that conclusion.

Teacher Induction—Implications for Physical Education Teacher Development and Retention

Data show that 46% of all teachers in public schools will leave the profession within their first 5 years of teaching (Ingersoll, 2003). These data refer to teachers from all disciplines including physical education. To address these problems school districts have developed teacher induction programs that show promising results. Our literature search revealed a range of teacher induction studies based on the general population of teachers, but limited information exists specific to physical education teacher induction programs. Therefore, the purpose of this article is to examine major issues surrounding teacher shortages and retention, to illustrate how school districts have addressed these problems through teacher induction programs, and to determine implications for the field of physical education. In addition, recommendations are provided for bridging physical education teaching licensure programs with teacher induction.

Observational Tools for Teacher Reflection

Shooting # of Students: .28 search tools associated with effective teaching (e.g., Darst, Sakrajsek, & Mancini, 1989), and they can be easily applied and modified. They are intended for professionals looking to examine their own teaching and for cooperating and mentor teachers in need of concrete data to share with student and novice teachers. These tools can be used during class or while viewing a videotaped class. A teacher working alone will probably have to resort to the latter option, although the live classroom can be easily observed by a cooperating teacher or a mentor. There are three basic types of observational tools presented below, focusing on (1) student behaviors, (2) teacher behaviors, and (3) teacherstudent interactions.

Comparison of Value Orientations of Quebec and American Teachers: A Cultural Difference?.

Abstract Given the active presence of the American culture in Canada, this study was conducted to compare priorities given to a set of value orientations by Quebec physical education (PE) teachers and their American counterparts to determine if value orientations are prioritized similarly in both cultures. Results show that Quebec PE teachers prioritized value orientations differently than their American colleagues, Quebeckers giving high priority to the subject matter and low priority to social skills while the opposite was true for their American colleagues who gave high priority to social skills and low priority to the subject matter.

Feeling refreshed: Aotearoa/New Zealand students’ perspectives of the role of healthy behaviours in schools

The purpose of this study was to identify students’ perspectives of the role of healthy behaviours in their well-being and school success. Since a number of studies focused on establishing the link between healthy behaviours and learning have relied on quantitative measures, it was deemed important to provide a different perspective on the topic and give students a voice. Participants were 50 Aotearoa/New Zealand nine- and 10-year-old students of various ethnic backgrounds from two elementary schools. Using situated learning theory to determine the impact a school environment that promotes physical activity has on students’ perspectives, four categories were drawn from student focus-group interviews: (1) opportunities to be active, (2) roles of physical activity, (3) students’ misconceptions of health concepts, and (4) students’ support for health education and physical education at their schools. Students in this study were afforded multiple opportunities to be physically active and acknowledged the benefits these bouts of activities gave them while differentiating the types of opportunities and value they gained from them. Within their community of practice, students were sometimes ‘full’ participants as their knowledge was fully constructed, and sometimes ‘peripheral’ participants, needing more time, active engagement and content knowledge to better grasp some concepts. Little health education content knowledge was provided to classroom teachers, which might have caused some of the misconceptions held by students related to the impact of physical activity and nutrition on their brain function.