Browsing by Subject "Physical education"
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Item Data-driven decision making in physical education : a case study(2014-05) Dauenhauer, Brian Daniel; Keating, Xiaofen; Lambdin, Dolly, 1951-The purpose of this study was to explore the data-driven decision making process within the context of K-12 physical education. Although the topic has received extraordinary attention in other areas of education, it has yet to be investigated directly in physical education settings. A conceptual framework proposed by Mandinach, Honey, Light, and Brunner (2008) guided the investigation. Using a multi-site case study design, one school district previously awarded a Carol M. White Physical Education Program Grant served as the overarching case and eight schools within the district served as embedded cases. Eight physical education teachers, three district coordinators, one principal, and one school counselor participated in the study. Evidence was gathered through interviews, observations, documents, archival records, and artifacts. Analytic strategies such as pattern matching, examining rival explanations, and drawing diagrams were utilized to generate common themes within the data. Overall, findings indicated that physical education teachers collected substantial amounts of physical activity and fitness data aligned with policy requirements, often at the expense of data related to other important teaching domains. Evidence also indicated that teachers rarely transformed collected data into actionable knowledge. It seemed as though teachers were only collecting data because they were required to and held little value in the data once they were collected. Teachers reported that the data collection process was time-consuming and challenges associated with pedometers and information management systems served as barriers to the collection/organization process. In addition, professional development was not utilized to help teachers use data for effective teaching as district coordinators had limited access to teachers on designated professional development days. It is important to note that teachers had substantial concerns surrounding the validity and reliability of the data that were collected. This likely contributed to the low value that was placed upon data. Based upon the findings, ten recommendations for the enhancement of the DDDM process in physical education were generated. One of the most important recommendations is to provide physical education teachers with support in developing data literacy skills so they can take full advantage of the data they collect for the benefit of student learning.Item Director of physical activity professional development outcomes(2012-12) Centeio, Erin Elizabeth; Castelli, Darla M., 1967-The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.Item Facilitating Physical Education Programs with Andragogy(2010-12) Callahan, Joseph R.; Price, Margaret A.; Hart, Melanie A.; Meaney, Karen S.; Simpson, Douglas J.Although there is substantial evidence showing the benefits of physical activity as well as recommendations for proper exercise prescription (ACSM, 2006), health educators are still searching for evidence to determine what helps people incorporate physical activity into their lives. Proposed over 40 years ago by Malcolm Knowles (1968), andragogy, or ―the art and science of helping adults learn,‖ (Knowles, 1980, p. 43) may help physical educators in their battle of increasing physical activity adoption and adherence among adults. The overall purpose of this dissertation was to explore the process of applying andragogy’s assumptions to adults in a physical activity setting. In the study, questionnaires, student interviews, and physical activity monitoring systems were used to determine whether an andragogically based course alters self-determination, daily physical activity, and overall satisfaction with the course. At the same time, the instructor’s perceptions of the andragogical model were also examined using an observation of the instructor’s journal in which the instructor logged her thoughts throughout the study. Students enrolled in a diet and exercise class at Texas Tech University were exposed to an andragogy-based (i.e. AG; n = 31) or traditional (i.e. CG; n = 22) teaching style. Both groups showed a significant increase in competence over time while neither group reported a significant difference in autonomy or relatedness. Compared to AG, CG was significantly more active on average; however there was no significant difference in total physical activity between the two groups. Course satisfaction measures resulted in no significant difference between the two groups. Student interviews within AG revealed an orientation to learning, although according to their exit interview, these needs were not well met. Compared to CG, the instructor reported a stronger feeling of relatedness with AG due to the real-world applications used in her teaching methods. Although not detrimental, the findings of this dissertation do not identify andragogy as being an optimal teaching method for adult physical education. Future studies with older adults, a larger sample size, and a distinctly different teaching style may be useful in revealing other conclusions.Item The patterns of physical activity and sedentary behaviors among university students : application of the Transtheoretical Model to sedentary behaviors(2014-12) Han, Ho, Ph. D.; Kohl, Harold W., 1960-; Pettee Gabriel, Kelley; Bartholomew, John; Cance, Jessica; Castelli, DarlaInsufficient physical activity and prolonged sedentary behaviors among college students are primary public health concerns. The present research seeks to 1) estimate the patterns of physical activity and sedentary behaviors performed outside of a physical education (PE) course among university students, 2) develop and validate assessments for understanding the stages and processes of sedentary behavior change, and 3) examine the association between physical activity status and estimates of sedentary behaviors derived from the abovementioned assessments. A convenience sample of 225 university students aged 18 to 24 years and enrolled in a weight training course was recruited. In order to measure the amounts of time spent in physical activity and sedentary behaviors, accelerometer and self-administered questionnaires were used. Because most estimates of physical activity and sedentary behaviors were not normally distributed, nonparametric statistical tests were primarily used. More than half of the students in a weight training course did not achieve the recommended aerobic physical activity levels, and the amount of time spent in physical activity and sedentary behaviors beyond their class times did not significantly differ from those who were not involved in any PE courses. In addition, a significant difference in accelerometer-derived moderate to vigorous intensity physical activity was found by gender and by days of the week. The results indicated that the Transtheoretical Model (TTM) was successfully applied to sedentary behaviors. Strong concurrent and construct validity was found compared to objectively measured sedentary time and other TTM constructs, respectively. The TTM questionnaire for sedentary behaviors also demonstrated high internal consistency and test-retest reliability over two weeks. The findings suggest that the TTM questionnaires for sedentary behaviors are acceptable to use when targeting a reduction in sedentary behaviors in theory-based interventions. A majority of the participants were in the stages of precontemplation, contemplation, or preparation and differences in men and women by stages were shown. There were also gender differences with regards to processes of change. No associations were found between physical activity and sedentary behaviors. This research supports the necessity of additional encouragement to participate in regular physical activity outside of PE class. Further, findings demonstrate the success of applying the TTM to sedentary behaviors.