The Critical components of a middle school physical education program, as determined by practicing specialists
Date
1996
Authors
Stinson, Scott Brian
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Abstract
Middle school physical education teachers, middle school physical education department heads, and physical education consultants in districts with middle schools were surveyed to determine the critical components of a middle school physical education program. Three main purposes were established for this study. They were: (a) to determine the critical components of a middle school physical education program, (b) to see if educators in different roles differed significantly in their views about middle school literature, and (c) to decide if current middle school physical education programs are consistent with middle school research.
Results showed agreement with 24 of 30 statements related to middle school physical education programs. Subject responses by role did not differ significantly in the majority of cases. When group comparisons by inservice background were done responses differed significantly on 9 of 30 statements. Open ended question responses were coded to show ways in which current programs are addressing identified middle school needs.
The coded responses together with the rating scale summaries revealed eight critical components for a middle school physical education program, these were (a) teachers' educational background, (b) the use of specialist teachers, (c) how curriculum is organized, (d) ways to accommodate individual differences, (e) providing opportunities for practice, (f) supportive grading practices, (g) curriculum content, and (h) relevance to students.
When grouped by role, middle school physical education specialists did not differ significantly in their views about middle school literature. Significant differences were shown in some cases based on subjects' educational background. Respondent programs were shown to be consistent with middle school research.