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Secondary Student Secondary Student Preferences Toward Preferences Toward Physical EducationPhysical Education

Department of Sports Education LeadershipDepartment of Sports Education LeadershipUniversity of Nevada, Las VegasUniversity of Nevada, Las Vegas

March 7, 2007March 7, 2007Kevin SmootKevin Smoot


Presentation MapPresentation Map

What?What?– Reasons to analyze preferences of Reasons to analyze preferences of

secondary students toward physical secondary students toward physical education?education?

So What?So What?– Has been done to research preferences Has been done to research preferences

and attitudes of secondary students and attitudes of secondary students toward physical education?toward physical education?

Now What?Now What?– Study will begin soon at Odyssey Charter Study will begin soon at Odyssey Charter

High School?High School?


Hand out Hand out Discussion TopicDiscussion Topic


Why Study High School Why Study High School Physical Education?Physical Education? We live in a society that seems to have a habit of We live in a society that seems to have a habit of

disregarding physical activity, though recent research disregarding physical activity, though recent research has shown that regular, moderate-intensity physical has shown that regular, moderate-intensity physical education can reduce the risk of coronary heart education can reduce the risk of coronary heart disease, adult-onset diabetes, hypertension, certain disease, adult-onset diabetes, hypertension, certain cancers, osteoporosis, and depression cancers, osteoporosis, and depression (Surgeon General’s (Surgeon General’s Report, 1996)Report, 1996)

Physical inactivity is increasingly recognized as a Physical inactivity is increasingly recognized as a public health problem due to the increased risk for public health problem due to the increased risk for chronic diseases and disabling physical conditions that chronic diseases and disabling physical conditions that limit movement and mobility in adults. limit movement and mobility in adults. (Ainsworth,2005)(Ainsworth,2005)

What are the different purposes and characteristics of What are the different purposes and characteristics of programs at the elementary, middle/junior high, and programs at the elementary, middle/junior high, and high schools. high schools. (Pangrazi, 2003)(Pangrazi, 2003)


Question OneQuestion One1. Should Mr. Harrison try and teach the class today? 1. Should Mr. Harrison try and teach the class today? Why?Why?

I believe Mr. Harrison should try I believe Mr. Harrison should try and teach the class. Too many and teach the class. Too many people in present day society try people in present day society try and take the easy way out. It is and take the easy way out. It is his job to teach the students his job to teach the students physical education. If he does not physical education. If he does not like the job then maybe he should like the job then maybe he should look for something else.look for something else.


Review of LiteratureReview of Literature

Curriculum needs to meet the needs Curriculum needs to meet the needs and interest of studentsand interest of students

In general, students are satisfiedIn general, students are satisfied Allow students opportunity of decision Allow students opportunity of decision

makingmaking A majority of students prefer team A majority of students prefer team

sport, however, students also like sport, however, students also like individual activities (bowling, golf, etc)individual activities (bowling, golf, etc)

Dislike grading on skill level alone, Dislike grading on skill level alone, dressing out, publicly embarrassed, dressing out, publicly embarrassed, short classesshort classes


Question TwoQuestion Two2. What are some variables the students might posses that 2. What are some variables the students might posses that would make it difficult for Mr. Harrison to conduct his physical would make it difficult for Mr. Harrison to conduct his physical education class? education class? Determinants of Physical Activity in Adolescents and Young Adults: The Determinants of Physical Activity in Adolescents and Young Adults: The Basis for High School and College Physical Education to Promote Active Lifestyles (Nahas, Goldfine, & Basis for High School and College Physical Education to Promote Active Lifestyles (Nahas, Goldfine, & Collins, 2003)Collins, 2003)

Personal CharacteristicsPersonal Characteristics– age, sex, education, working characteristics, past age, sex, education, working characteristics, past

and present experiences, smoking status, body and present experiences, smoking status, body mass index, and health status. mass index, and health status.

Psychological and Behavioral Characteristics Psychological and Behavioral Characteristics – self-efficacy, intention to be active, enjoyment, self-efficacy, intention to be active, enjoyment,

self-motivation, and perceived barriers. self-motivation, and perceived barriers. Environmental CharacteristicsEnvironmental Characteristics

– social support from friends and relatives, social support from friends and relatives, availability of facilities, cost, climate, safety. availability of facilities, cost, climate, safety.

Physical Activity Characteristics Physical Activity Characteristics – activity intensity and typeactivity intensity and type


Secondary School Student Secondary School Student Preferences toward physical Preferences toward physical educationeducation(Strand and Scantling, 1994)(Strand and Scantling, 1994)

MethodsMethods– 958 students were given a 13-item questionnaire determining 958 students were given a 13-item questionnaire determining

preferences of secondary students on assessment, activity preferences of secondary students on assessment, activity offerings, academic physical education, hygiene and objectives offerings, academic physical education, hygiene and objectives of physical education.of physical education.

ResultsResults– Basketball, volleyball, and swimming were personal favoritesBasketball, volleyball, and swimming were personal favorites– Preferred ABCDF gradingPreferred ABCDF grading– 75% would enroll75% would enroll– Preferred Cardiovascular fitness, strength, and flexibility Preferred Cardiovascular fitness, strength, and flexibility

objectivesobjectives– Grade on participation, effort, sportsmanship, attitudeGrade on participation, effort, sportsmanship, attitude

ConclusionConclusion– The authors used the findings to conclude that many physical The authors used the findings to conclude that many physical

education teachers need to assess student needs, address areas education teachers need to assess student needs, address areas of concern, and evaluate practice within their individual physical of concern, and evaluate practice within their individual physical education programeducation program


Attitudes of high school students Attitudes of high school students toward physical education toward physical education activities, teachers, and personal activities, teachers, and personal healthhealth(Rice, 1988)(Rice, 1988) MethodsMethods

– 602 students were given a 73-item questionnaire pertaining to 602 students were given a 73-item questionnaire pertaining to attitudes of students toward their personal state of health and attitudes of students toward their personal state of health and fitness, specific physical education program and activities fitness, specific physical education program and activities offered, likes and dislikes concerning their program, and their offered, likes and dislikes concerning their program, and their preferences regarding their specific teacher.preferences regarding their specific teacher.

ResultsResults– Team sports were preferred over individual sportsTeam sports were preferred over individual sports– Majority of the students preferred their physical education Majority of the students preferred their physical education

classesclasses– Teachers where good role models and considered them friendlyTeachers where good role models and considered them friendly– Liked a variety of activitiesLiked a variety of activities– Dislike brief class periods and dressing outDislike brief class periods and dressing out

ConclusionConclusion– Teachers should not be resistant to changes in curriculum Teachers should not be resistant to changes in curriculum

designed to meet the needs and interest of studentsdesigned to meet the needs and interest of students


Attitudes of middle school students Attitudes of middle school students toward their physical education toward their physical education teachers and classteachers and class(Ryan, Fleming, & Maina, 2003)(Ryan, Fleming, & Maina, 2003)

MethodsMethods– 611 students were given a 40-item questionnaire 611 students were given a 40-item questionnaire

pertaining to attitudes of middle school students pertaining to attitudes of middle school students toward their physical education teacher and class.toward their physical education teacher and class.

ResultsResults– Preferred a variety of activitiesPreferred a variety of activities– Disliked brief class periods and dressing outDisliked brief class periods and dressing out– Enjoyed teachers with good physical ability, but Enjoyed teachers with good physical ability, but

disliked the teachers could not always relate to disliked the teachers could not always relate to themthem

ConclusionConclusion– Physical education teachers utilized in the study Physical education teachers utilized in the study

had a significant role in developing favorable had a significant role in developing favorable attitudes regardless of the students’ attitude.attitudes regardless of the students’ attitude.


Are physical education classes Are physical education classes encouraging students to be physically encouraging students to be physically active? Experience of ninth graders in active? Experience of ninth graders in their last semester of required physical their last semester of required physical education (Portman, 2003)education (Portman, 2003) MethodsMethods

– Researchers conducted interviews and observations using 46 Researchers conducted interviews and observations using 46 physical education students.physical education students.

ResultsResults– If a student was proficient at the specific activity it was considered If a student was proficient at the specific activity it was considered

funfun– If student was not skilled at the activity they didn’t like the If student was not skilled at the activity they didn’t like the

activity and didn’t try and get better at it.activity and didn’t try and get better at it.– Students enjoyed being in classes with friendsStudents enjoyed being in classes with friends– Disliked co-educational classesDisliked co-educational classes– After physical education class was over a majority had no interest After physical education class was over a majority had no interest

in continued physical education classin continued physical education class ConclusionConclusion

– Physical educators in this study failed to encourage their students Physical educators in this study failed to encourage their students to participate in an active lifestyle. Changing curriculum, to participate in an active lifestyle. Changing curriculum, increasing opportunities to participate, mixing teams by ability increasing opportunities to participate, mixing teams by ability and gender, and better sportsmanship by high skilled individuals and gender, and better sportsmanship by high skilled individuals might encourage some of the non-active students to become might encourage some of the non-active students to become more active and involved.more active and involved.


Secondary Student attitudes Secondary Student attitudes toward physical educationtoward physical education(Stewart, Green, & Huelskamp, 1991)(Stewart, Green, & Huelskamp, 1991)

MethodsMethods– 2,130 students where given 66-item questionnaire 2,130 students where given 66-item questionnaire

pertaining to fitness development, skill pertaining to fitness development, skill development, and social development.development, and social development.

ResultsResults– High School boys liked fitness domainHigh School boys liked fitness domain– High School Girls and middle school boys enjoyed High School Girls and middle school boys enjoyed

fitness and social domainfitness and social domain– Middle School girls preferred the social domainMiddle School girls preferred the social domain

ConclusionConclusion– This research concluded a physical educator needs This research concluded a physical educator needs

to be aware of the differences of students’ to be aware of the differences of students’ preferences when developing curriculumpreferences when developing curriculum


Question ThreeQuestion Three3. If he chooses to teach the class how is he going to 3. If he chooses to teach the class how is he going to get the kids to participate?get the kids to participate?

Behavioral strategy. Behavioral strategy. – Find things that promote physical education Find things that promote physical education – Find things that discourage the physical activityFind things that discourage the physical activity

Give students plenty of information about the Give students plenty of information about the activityactivity– HistoryHistory– RulesRules– SkillsSkills– Benefits Benefits

Make the activity enjoyable. Make the activity enjoyable. – Fun is when the challenge meets the Fun is when the challenge meets the

ability level of the student (s). ability level of the student (s). (Mrs. Vicki Allen)(Mrs. Vicki Allen)


Now What?Now What?

Kevin Smoot’s researchKevin Smoot’s research


Research QuestionsResearch Questions

What do students like about physical What do students like about physical education class?education class?

What activities are students likely to What activities are students likely to participate in during physical participate in during physical education class?education class?

What do students dislike about What do students dislike about physical education class?physical education class?

What activities are students likely not What activities are students likely not to participate in during physical to participate in during physical education class?education class?


Setting and Setting and ParticipantsParticipants Odyssey Charter High SchoolOdyssey Charter High School 13-17 years old13-17 years old Attend physical education class at Attend physical education class at

Sunset ParkSunset Park(n=47)(n=47)

Attend physical education class at Attend physical education class at Desert Breeze ParkDesert Breeze Park(n=59)(n=59)


QuestionnaireQuestionnaire

Modified version of Student Modified version of Student Preference Survey of Physical Preference Survey of Physical Education (Strand and Scantling, Education (Strand and Scantling, 1994) 1994)

Found in handoutFound in handout


ProceduresProcedures

Collect parent and youth consent formsCollect parent and youth consent forms Students take the questionnaire online Students take the questionnaire online

at school.at school. Descriptive statistics regarding student Descriptive statistics regarding student

preferences will be generated in means, preferences will be generated in means, percentages, and rankings.percentages, and rankings.

Presentation will be given to class and a Presentation will be given to class and a two-sided document will be given to two-sided document will be given to parentsparents

Use the information gathered to help Use the information gathered to help with curriculumwith curriculum


Questions???Questions???


ReferencesReferences

Aicinena, S. (1991). The teacher and students attitudes towards physical education. Aicinena, S. (1991). The teacher and students attitudes towards physical education. The Physical EducatorThe Physical Educator, 48, 28-32., 48, 28-32.

Ainsworth, B. E. (2005). Movement, mobility, and public health. Ainsworth, B. E. (2005). Movement, mobility, and public health. QuestQuest, 57, 12-23., 57, 12-23.

Nahas, M.V., Goldfine, B., & Collins M.A. (2003) Determinants of physical activity in adolescents and young adults: The basis for Nahas, M.V., Goldfine, B., & Collins M.A. (2003) Determinants of physical activity in adolescents and young adults: The basis for high school and college physical education to promote active lifestyles. high school and college physical education to promote active lifestyles. The Physical Educator, 60,The Physical Educator, 60, 42-56. 42-56.

Pangrazi, P. P. (2003). Physical education k-12: “All for one and one for all.” Pangrazi, P. P. (2003). Physical education k-12: “All for one and one for all.” QuestQuest, 55, 105-117. , 55, 105-117.

Portman, P. (2003) Are physical education classes encouraging students to be physically active? Experience of ninth graders in Portman, P. (2003) Are physical education classes encouraging students to be physically active? Experience of ninth graders in their last semester of required physical education. their last semester of required physical education. The Physical Educator, 60The Physical Educator, 60, 150-161., 150-161.

Rice, P.L. (1988). Attitudes of high school students toward physical education activities, teachers, and personal health. Rice, P.L. (1988). Attitudes of high school students toward physical education activities, teachers, and personal health. The The Physical EducatorPhysical Educator, , 4545, 94-99., 94-99.

Ryan, S., Fleming, D., & Maina, M. (2003). Attitudes of middle school students toward their physical education teachers and Ryan, S., Fleming, D., & Maina, M. (2003). Attitudes of middle school students toward their physical education teachers and classesclasses. The Physical Educator, 60. The Physical Educator, 60, 28-36, 28-36

Silverman, S., & Subramamam, P. R. (1999). Students attitude toward physical education and physical activity: A review of Silverman, S., & Subramamam, P. R. (1999). Students attitude toward physical education and physical activity: A review of measurement issues and outcomes. measurement issues and outcomes. Journal of Teaching in Physical Education, 19Journal of Teaching in Physical Education, 19, 97-125., 97-125.

Stewart, M. J., Green, S. R., & Huelskamp, J. (1991). Secondary student attitudes toward physical education. Stewart, M. J., Green, S. R., & Huelskamp, J. (1991). Secondary student attitudes toward physical education. Physical Educator, Physical Educator, 4848, 78-79., 78-79.

Strand, B., & Scantling, E. (1994). An analysis of secondary student preferences toward physical education. Strand, B., & Scantling, E. (1994). An analysis of secondary student preferences toward physical education. The Physical The Physical Educator, 51Educator, 51, 119-129., 119-129.

US Department of Health and Human Services. (1996) Physical activity and health: A report of the Surgeon General. Atlanta, US Department of Health and Human Services. (1996) Physical activity and health: A report of the Surgeon General. Atlanta, GA: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for GA: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion.Chronic Disease Prevention and Health Promotion.

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