1 Author: Kickhofel, Allison M

Title: A Physical Education Curriculum Study: A Comparison of Traditional Views and the Introduction of New PE

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NAME Allison M Kickhofel DATE: May 2012

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2 Kickhofel, Allison M. A Physical Education Curriculum Study: A Comparison of

Traditional Views and the Introduction of New PE

Abstract

The purpose of this research was to compare traditional views of a physical education

program with the ideas of what children enjoy learning today. Two surveys provide detailed

information for the research population of Kwajalein Schools, located in the Republic of the

Marshall Islands. Objectives of the study were to gain a more data-driven and affective

knowledge base for the improvement of the physical education program in their schools. Two

surveys were created to address this push. Survey statements were created to rank the educator,

the environment, the facility and equipment, safety, and preparedness of content beyond the

Kwajalein School system. Results are positive in nature. The second survey, ranked activities

upon their personal interest levels. Results display a wide-variety of interest dependent on age

levels and conclusions found correlations with socialization and human growth. Conclusions

connect that the interest in content and activity will affect the amount of participation in-school

programs, extracurricular team sports, and the motivation for life-long fitness goals.

Programs should include traditional theories of team-sports, new theories of life-long

fitness, non-traditional games and activities, health, wellness and nutrition. The survey reported

student self-assessment with positive gains from the incorporation of these educational blends.

The main recommendation for best practices for an effective physical education program is to

assess the needs of the student population, environment, and classroom culture frequently to

ensure that both national standards and individual goals are being satisfied.

3

Table of Contents

Abstract………………………………………………………………………………………...….2

List of Figures……………………………………………………………………………………. .5

Chapter I: Introduction…………………………………………………………………………… .6

Purpose of the Study ........................................................................................................... 8

Statement of the Problem .................................................................................................... 9

Assumptions of the Study ................................................................................................... 9

Definition of Terms............................................................................................................. 9

Limitations of the Study.................................................................................................... 10

Chapter II: Literature Review…………………………………………………………………… 11

Why A New Approach? .................................................................................................... 11

The Comparison of Two Programs ................................................................................... 12

Traditional Physical Education Programs ......................................................................... 12

New Theories and Practice in Physical Education Programs ........................................... 13

New Methods and Best Practices ...................................................................................... 13

Why Assess? ..................................................................................................................... 16

Identifying Multiple Methods and Practices ..................................................................... 16

National Standards ............................................................................................................ 17

Summary ........................................................................................................................... 18

Chapter III: Methodology………………………………………………………………………. 19

Research Objectives .......................................................................................................... 19

Subject Selection and Description .................................................................................... 19

Instrumentation ................................................................................................................. 20

Survey Methodology Anonymous .................................................................................... 20

4

Use oflnformal Case Studies ........................................................................................... 21

Data Collection Procedures ............................................................................................... 22

Data Analysis .................................................................................................................... 22

Limitations ........................................................................................................................ 23

Chapter IV: Results .......................................................................................... 24

Kwajalein School PE Curriculum Program .. ......... ....... ......... ....... ......... ....... ......... ....... .... 24

Informal Observations ...................................................................................................... 41

Through A Child's Eye ..................................................................................................... 41

Through a Teacher's Eye .................................................................................................. 43

Chapter V: Discussion . ... ... .. .... .. ... ... ... . . ..... . .. . ... ......... .. ... .. ..... . .. .. . . . .. . .. ...... . . ...... .45

Limitations .. .. .. .. .. .. .. ....... .... .. .. .. ... .... .... .. .. .. .. .. ... .. .. .. .. .. .. .. ... .... .. .. .. .. .. .. .. ..... .. .... .. .. ... ...... .... .. .. . 47

Conclusions ..... ... ..... ....... ..... ..... ....... ... .. ............ ... .. ............ .. ... ............ .. ....... ........ .. ....... ....... 4 7

Reconu11endations ............ ................ .. ............... .. ................ ................ ................. ............... 48

References . ... .. .... . ..... . . ... . . .... ........ . . . .. ..... . . ... . ... .. .. . . . ... ... .. ....... . . .... . . ..... . . . .. ...... 5 1

Appendix A: A Physical Education Curriculum Study Traditional CmTiculum Views and the

Introduction of 'New' PE for Grades 4-12 ................. . ................. . .... . ............... ....... 54

Appendix B: Physical Education Activities Survey .. . . . .. . ......... . .. .... . .. . ... . . . ............ .. .. ... 56

Appendix C: Kwaj alein School PE Survey- Write-In Conm1ents by Students ...................... 57

5

List of Figures

Figure 1: Fitness-Related Areas of Needed Improvement As Identified by Students .................. 29

Figure 2: Areas for Improvement by Loco motor Skills Selected by Students ............................ 31

Figure 3: Areas for Improvement by Manipulative Skills Selected by Students .......................... 33

Figure 4: Physical Education Activities Preferred by Grade 4-6 .................................................. 35

Figure 5: Physical Education Activities Preferred by Grades 7-8 ................................................ 37

Figure 6: Physical Education Activities Preferred by Grades 9-10 .............................................. 39

Figure 7: Physical Education Activities Preferred by Grades 11-12 ............................................ 40

6

Chapter I: Introduction

Becoming a teacher of education means becoming invested in the information and

curriculum that you deliver to the students of future societies. As part of this investment, the sole

responsibility of that teacher is to create a program that adheres to nationally set standards and

benchmarks placed upon specific subject areas within a particular school system. It is also

inferred that the delivery of the content be taught in a manner that connects each child with the

data driven and researched curriculum so that students are able to retain such information. In

order to do so, research has shown that content needs to be meaningful through connections of

background knowledge, culture, and motivated interest for the pursuit of continuous education.

Physical education has been deemed an integral part of creating a well-rounded and

holistic education. According to the National Association for Sports and Physical Education

(NASPE), there are four main points that must be present for a quality education: the opportunity

to learn, meaningful content, appropriate instruction, and student and program assessment

(NASPE, 2012). NASPE further documents that by creating a quality education program, lessons

help develop physical competence, health-related fitness, cognitive understanding, and positive

attitudes about physical fitness. All of these qualities are the goals of new PE.

One of the key qualities of new physical education and any successful academic program

is the development of intrinsic motivation (Huitt, 2011). In order for this to be present in the

classroom, it is suggested that teachers explain or show why learning a particular skill is

important, create and maintain curiosity, provide a variety of activities and sensory stimulations,

provide for a game-style environment, set obtainable goals along the way, relate what they are

learning to student needs, and help students on an individual basis as frequently as possible.

These requests are not unobtainable. With proper lesson planning and strong behavior

7 management skills, even the less trained professional has the potential to spark interest and

create the motivation needed for individual student growth.

Traditional physical education in the United States can be looked at in many ways. First,

it is strictly sports-oriented where students achieve the skills to only be able to participate in

recreational team sports, for example, football, soccer, basketball, volleyball, and baseball. This

only allows for students to acquire skills related to these sports. Examples include: kicking,

throwing, catching, striking, and running. These skill sets provide for a limited idea of physical

education. Second, some traditional programs include recreational games like dodgeball,

kickball, and tag games. The emphasis in these types of activities is placed higher on a winner or

loser or the ability to eliminate a large group down to the key, more athletic individuals. The

problem with this narrow focus is it does not promote higher levels of motivation and feeling of

achievement. According to Monaham (2010), “the traditional model of PE has been unsuccessful

in promoting physically active and fit adults” (p.18).

Educational trends show that the feeling of being successful in all academic areas,

including physical education, will promote intrinsic motivation and therefore push students to

become more knowledgeable about the content and want to achieve more within those content

areas. Over the last decade, educators have created a program that opens up the cognitive and

affective learning domains within the physical education setting. In this paper, it is referred to as

New Physical Education. For example, Seattle Public Schools have taken on a new role in their

physical education program that is shown in the following mnemonic device: The “New”

Physical Education is P-Planned and purposeful; H-Health Related; Y-Youth centered; S-

Success-oriented; I-Inclusive; C- Cooperative; A- All active; L- Lifetime focused rather than just

rolling out the ball, game-oriented, teacher directed, winners and losers, eliminating the less

skilled, competitive, too much waiting time, and only traditionally oriented in sports.

8

A key attribute to the idea of new physical education programs is the need for

assessment. According to Ian Diamond, the Chief Executive at The Economic and Social

Research Group, “assessment is essential to allow individuals to get the educational support they

need to succeed, to see the effectiveness of different educational methods, and to ensure that

education budgets are being spent effectively. Inevitably, assessment also risks marking teachers,

learners and institutions as successes or failures (Mansell, James, & Assessment Reform Group,

2009, p. 2). It would seem that for many years physical education programs have gone to waste

due to the lack of qualitative and quantitative data about the program, the teachers, and affective

thinking given by student’s self-assessment. Therefore, assessment in these areas is a vital part of

a strong program. NASPE has created two strong documents that will help any school system

assess their physical education program, “School Physical Education Checklist- How does your

school rate?”, and one that evaluates the professionally trained physical educator, “Physical

Education Teacher Evaluation Instrument” (NASPE, 2012).

Purpose of the Study

The research in this curriculum study will demonstrate that multiple learning practices

from our past along with new ideas are all necessary to transfer the theories and practices of our

educational systems into the student’s individual daily practices.

This study provides insight on how well blended physical educations programs can

increase lasting benefits, such as weight control, hygiene, cardio-vascular fitness and stamina

through student participation in the selection of both individual and group activities. Learning

what children consider is “fun,” and paying attention to learning preferences and individual

interests can make a difference. The approved research objectives include:

1. To gain a more data-driven and affective-domain knowledge base towards the

Kwajalein Range Services’ school systems.

9

2. To provide detailed information regarding the current curriculum, the Kwajalein

program, and the environment and the safety of students.

3. To compare the traditional views of the physical education program with the new ideas

of many current physical education classrooms.

Statement of the Problem

Obesity has reached epidemic proportions. The “Now” culture, loaded with technology

that encourages children to sit in front of hand-held devices, monitors or televisions for hours at

a time, continue to draw the interests of children away from “movement”. Medical studies have

proven the benefits of exercise to increase and control memory retention, and decrease anxiety

and depression. How can school programs and teachers improve participation in activities that

promote life-long fitness? Students participate in activities they believe are “fun.” You only have

to look in the neighborhoods of the children you teach, to learn what they consider is fun. How

can those activities translate into learning curriculums that impact standardized scores?

Assumptions of the Study

It is assumed that many of the indigenous Marshallese and foreign students, included in

the study sample have not experienced other physical education programs; therefore, results from

those students are solely based on the Kwajalein program. Kwajalein schools contain one of the

only certified physical education teachers within the Micronesian area; therefore, the study and

results are solely intended for this school system.

Definition of Terms

1. New PE (NPE) - a term referred to when discussing new theories towards traditional

physical education programs by incorporating all affective, cognitive, and physiological

domains.

10

2. Life-long Fitness- a personalized program that motivates an individual to pursue the

combination of activities physically, mentally, and emotionally long term.

3. Sports-oriented- programs oriented with only the result of team sports and skill

development for those specific sports in mind.

4. Differentiated Instruction- In EdSpeak (2007), Diane Ravitch defines differentiating

instruction as a form of instruction that seeks to "maximize each student's growth by

recognizing that students have different ways of learning, different interests, and different

ways of responding to instruction. In practice, it involves offering several different

learning experiences in response to students' varied needs. Educators may vary learning

activities and materials by difficulty, so as to challenge students at different readiness

levels; by topic, in response to students' interests; and by students' preferred ways of

learning or expressing themselves" (Ravitch, p.75).

Limitations of the Study

The survey was only given one time prior to the teacher returning to the United States.

Conclusions from this study were not supported by multiple samples of quantitative data.

Only one school system was researched. Results could differ between districts that only

focus on team and individual sports in comparison to those that develop a curriculum with a

holistic approach.

11

Chapter II: Literature Review

Physical education programs across the United States are a vital part to the overall

academic plan for our American youth. In this chapter the reader will find research based

examples of traditional and non-traditional physical education (PE) programs over the past

decades, along with important documentation describing these programs. The researcher has

included information as to why there has been such a push for change in United States PE

programs and the importance of assessment assure programs are meeting the national standards.

Research has discovered multiple ways to deliver content; therefore, several best practices and

theories have also been included.

The initial push for the changes in PE program was stemmed from the increasing health

concerns amongst youth and young adults across America. Such health problems such as obesity,

heart disease, stroke and cancer are included in this growing epidemic. Tony Monahan, a Doctor

of Philosophy at the University of Rhode Island wrote, “Although serious, the situation of an

unhealthy society is conceivably fixable; with appropriate knowledge and resources the trend can

be reversed. In order to achieve the goal of a healthy society, innovative methods and theories

that endeavor to help all children toward a self-maintained, healthy lifestyle are needed”

(Monahan, p. 14, 2010). Before discussing these innovative theories, the review of why there is a

need for change within the schools programs need to be addressed.

Why A New Approach?

Since adolescent health concerns are on the rise, school districts across the nation

have begun looking at physical education with a new approach. New Physical Education

(NPE) is a life-long fitness trend that incorporates well-designed programs by teachers

who know how to “design, implement, and evaluate their curriculum” (Wirszyla, 1999).

This is based on four student outcomes derived from the Physical Education Institute

12 (PEI). These results are to “develop competency in two movement forms, design and

follow a personal-fitness program, participate in regular physical activity outside of class,

and pass the FITNESSGRAM” (Wirszyla, p.18, 1999). These four previously mentioned

outcomes for students are significant for life-long fitness to occur.

The Comparison of Two Programs

Traditional Physical Education Programs

If you ask a group of “baby boomers” how they remember elementary school PE,

many may recall highly unstructured recess periods or programs where only the top

athletes are rewarded. Children with poor or underdeveloped skills felt isolated and did

not have the opportunity to select non-competitive situations for skill improvement. According to

the Journal of Sports Psychology in Action, “fewer people have addressed performance

enhancement from a leadership-building perspective” (Gould & Voelker, 2010, ¶28,). These

students were unmotivated and participation was low, or forced. Clearly the

word “fun” was seldom used to describe their PE experience.

Traditional programs were sport-specific and many times taught by teachers who were

mainly hired to coach extracurricular team sports, but more specifically to win championships

(Monahan, 2010). With this focus, the spectrum of content and curriculum is narrow; therefore,

creating an educational setting that frequently lacked student participation, motivation, cognitive

knowledge about health and health fitness. Teachers were trained with a pedagogy style that has

was found to not look at the well-being and well-roundedness of the whole child; which we

know now to be mental, academic, emotional, social, and physical.

One of the main concerns of traditional physical education classes is the abundance of

student wait time compared to physically active time. According to an article published by

13 Human Kinetics, an informational leader in physical education and health, students need to be

vigorously moving and active at least half of the class time (Rink, Hall, & Williams, n.d.).

When playing team sports, there are a set number of players on each time therefore leaving many

of students waiting on the sidelines, possibly never earning the opportunity to play. Another

theory at this time become evident when many students remembered their teachers allowing

everyone to play, which equaled crowded teams and inaccurate organization of game practice.

This resulted frequently with more wait time due to the more athletic and ambitious students

controlling game play. When environments like this occur, the majority of participants do not

earn a feeling of success.

New Theories and Practice in Physical Education Programs

The psychology of learning states that humans learn in three domains: cognitive,

affective (or social), and the psychomotor realm. Teachers of this program not only introduce

new movement concepts and games, but assess their learners in various ways to gain knowledge

about student’s emotions, physical abilities, and their understanding of movement concepts.

These domains help to educate individuals in all areas; therefore; learners who participate in this

approach will ideally be better-rounded because they will have the physical ability to complete

sport-based manipulative skills and clearly understand the cues, rules, and guidelines for such

skills. It also requires possessing the emotional requirements to execute such skills. Through

various forms of movements and tasks, students will have the opportunity to explore the many

different ways to live a long and healthy life.

New Methods and Best Practices

NPE is being approached in many different ways. According to Kretchmar (2008)

most physical educators are attempting to mix both health-oriented exercises with fun

14 activities (p. 161). Since the goal of a NPE program is to motivate children with a fun and

healthy life-long fitness curriculum, it is recommended for teachers to plan lessons that

are “joy-focused and play-oriented”. In order to make the activities exciting and fun,

teachers are incorporating non-traditional, less sport-specific lessons by integrating

physical education across the curriculum and building foundations for life-long fitness.

Technology is another popular way to integrate fitness across the curriculum.

Teachers are using many forms of technology that include: heart rate monitors,

pedometers, video games, computer software, and the internet. Specifically, computers

provide improved support to classroom instruction. The technology most commonly used

are commercial and shareware programs that track grading, student athletic performance,

and fitness (McClean, 1996, ¶ 2). They also conduct health assessments, provide

simulations of disease, and monitor research projects, among other functions. According

to an online newsletter from The Academy of Educational Development (1999), Bane

McCracken, a director of physical education in Ona, West Virginia says, “When we play

sports, we keep pulse, not score” (New Physical Education, p.2). By taking the

pressure away from competitive sports, physical education becomes more rewarding to a

broader audience.

Centering your activities on life-long fitness is another approach to NPE but truly

remains the primary objective. The cognitive and affective domains are essential here.

According to Harter (1999), children and adolescents must feel generally competent in

the physical activities they choose and must also feel confident in their ability to achieve

a specific goal (self-efficacy) which means they need to feel that they are able to succeed,

understand how to succeed, and have control over the outcomes of their efforts (“Physical Best”,

p. 16). Giving students a variety of activity choices will provide opportunity to do well. Delisio

15 (2001) stated that students are learning about the importance of nutrition, healthful diets and

different diseases or hazards that result from sedentary life styles (“New PE trend”,2001, ¶ 3).

Teaching why fitness is vital for lifelong activity is necessary for adolescents to understand the

concepts behind their personal health and wellness. Therefore, teachers are giving students the

framework for healthful decision making and life-long activity.

By looking at activities from a health and wellness perspective, students are able

to identify the significance of life-long fitness and reinforce its importance in the

comprehension of both the short and long-term effects. Reported from the Maine Department of

Education Regulation, skills to look for in strong health education classes include “analyzing the

reliability and validity of media and health resources; communicating effectively using refusal

and conflict management skills; setting goals; and making healthy decisions” (“Health Education

and Physical Education”, 2007, p. 1). Health education helps students to be better consumers of

information, manage stress, and make healthy decisions in the face of conflicting situations. It

assists them in living healthier lives.

Physical education programs in schools continue to be problematic. Research will show

that many school districts do not employ properly trained physical educators, do not

approve budgets to produce and maintain effective equipment, and continuously push for

large class sizes (La Fee, 2008, p.2). As the focus of the programs incorporate true tenants of

life-long fitness, educators can create new marketing ammunition for school boards to

justify keeping or increasing budgets to support PE programs. Direct ties to health risks

and the cost of dealing with aging generations with poor health can be used to statistically

generate the correlation between fitness for life PE programs to lessen the high cost of

medical care and improve quality of life. The collection of data, easily available through

technology, can justify and obtain funding for school programs.

16

With the realization that the need for change is evident, the problem will always

exist, until people of authority and stakeholders make a stand for the incorporation of

NPE and the ability to assess the program continuously.

Why Assess?

Defining “fun” is difficult, because it can mean something different to each

person. Researchers revealed that many teenage students feel vulnerable in

gym class, specifically when doing sporting activities. She also distinguished the

difference in participation levels between male and female students, noting that female

students lack in participation greatly (Di Lauro, 2008). With the change in PE, teachers are able

to assess their students’ affective domain; therefore, discovering activities their students like

and dislike. This plays an important factor in determining if PE is fun. When completing

these assessments, teachers ask questions about personal feelings during and after the

activity through verbal communication or written worksheets. With the data collected,

teachers are able to address differentiated instruction on a more personal manner which

results with overall satisfaction for each child’s needs.

Identifying Multiple Methods and Practices

There are several ways to make PE fun. According to Leslie Lambert at Roanoke

College in Virginia, “teachers are using mind maps, cooperative-learning

activities, and problem solving challenges” (“The New Physical Education”, ¶ 13) to engage

their classes. They also “study the concept of aerobic fitness while engaging in skill-development

progressions”. Some teachers are intertwining traditional outdoor activity concepts with indoor

environments like wall climbing and in-line skating. By mixing these unique activities

into the traditional PE classroom, children are going through the experience in a safe and

17 healthy manner.

Teachers are becoming more creative and have found ways to knit non-traditional

activities with the more traditional skills. In an article written by Nichole Buswell (2008),

she profiled four schools that “are leading the way to give PE a new reputation” (pp.13-15).

One school is using their swimming pool for canoeing, kayaking, and water aerobics.

Another school is utilizing a small fitness club that accommodates weight training and

cardiovascular endurance equipment, and has put aside a space for technology programs

like Dance Dance Revolution (a video gaming system that promotes movement through dancing)

and Fitnessgram (a computer software that tracks students health and fitness levels). Another

school is taking their students to the slopes by incorporating surfing, snowboarding, and

skateboarding through the use of a wave board. Lastly, a high school uses their PE classes as a

window of opportunity for students by allowing them credit for such electives as certification for

first aide, CPR, life guarding, and scuba diving (Buswell, 2008). This creates great interest and

can result in a class consumed with an activity for weeks on end. By creating such commotion

within physical education, teachers are able to promote fun with positive attention to

lifelong sports, interests, and wellness.

National Standards

According to the National Association for Sport and Physical Education, a physically

educated person is defined by six major standards. Standard one requires a person to

“demonstrate competency in motor skills and movement patterns needed to perform a variety of

physical activities”; standard two defines that a person must “demonstrate the understanding of

movement concepts, principles, strategies, and tactics as they apply to the learning and

performance of physical activities”; standards three and four state that students participate

regularly and must maintain a health-enhancing level of physical fitness; standard five requires

18 responsible personal and social behavior that respects self and others in physical activity settings;

and finally the sixth standard derives from the principle that a student “values physical activity

for health, enjoyment, challenge, self-expression, and social interaction” (NASPE, 2004).

Summary

There is an evident need for a strong physical education program that educates our youth

about severe consequences that stem living a physically inactive lifestyle, inadequate knowledge

of medical illnesses, nutrition, and the rise of obesity. By assessing a school’s program, data

specifically addresses where the need for change occurs. Targeting a programs strength and

weaknesses is necessary to decipher each part of the program. For change to occur, a program

needs to know whether it is the monetary budget restraints, lack of safe equipment, the lack of

affectively trained professionals, or student motivation. The push for NPE derived from all of

these concerns along with the intention to adhere to the nationally set physical education

standards that were listed above.

Allow students and other stakeholders to take a more active role in their education. By

incorporating new methods of PE, research has shown that more children will take part in the

health and well-being of their future by using these standards and assessment practice.

19

Chapter III: Methodology

In this chapter describing the process and methodology, the researcher has clarified the

many attributes that transformed into how the evaluation of the Kwajalein School system

physical education program study was created and examined. The reader will find below the

research objectives, the significance of a detailed evaluation, the background of the school

sample selected, a small description of the student sample within the school sample, how data

collection occurred, how the information was gathered and analyzed, any assumptions and

limitations that need to be considered throughout the program evaluation.

Research Objectives

In order to gain a more data-driven and affective-domain knowledge base towards

the Kwajalein Range Services’ school systems, the study was designed to provide

detailed information regarding the current curriculum and compare the traditional views of

the physical education program. With the new ideas of this physical education program,

health and safety of the students can also be monitored. This was accomplished by obtaining and

tracking information related to student interests and progress towards life-long fitness through

observation, surveys, and statistical data on the students.

Subject Selection and Description

The sample population for this research involved students 4-12 at a school

provided by the Kwajalein Range Services for the Ronald Regan Missile Test Center,

Kwajalein, Republic of the Marshall Islands. The demographics of this population

included multi-national children of families living on the Army Post and children from

Ebeye, an adjacent atoll that supports the Army Post with local labor.

20

To conduct this program evaluation, permission was needed from the two Kwajalein

schools, George Seitz Elementary and Kwajalein Junior/Senior High School. The researcher

discussed with the administration of both schools that the sole purpose of this was to gain more

knowledge about student views of their physical education program and to rate their experience.

The administration of the two schools granted permission to conduct the program evaluation.

Instrumentation

Survey Methodology Anonymous. Methodology included two surveys through

rating scales that placed the strength and weakness of each physical education

characteristic.

Two surveys were developed for this study by the researcher. The first, entitled “A

Physical Education Curriculum Study”, is a series of statements that were to be rated as to

whether the student strongly agreed, agreed, had no opinion, disagreed, or strongly disagreed.

These ratings were explained by defining the word strongly as there is not a shadow of doubt as

to whether you completely agree or disagree. If the student had no opinion, it was

because they may not have had a clear understanding as to what the statement was

meaning. The researcher wanted to get the students to think about multiple aspects of the

program as well as to touch upon deliverance of the affective, psychomotor, and

cognitive learning domains. Each statement was designed to gain qualitative data about

the environment of the classroom, individual safety while in class, the quality of

equipment, the curriculum content and thoroughness of the curriculum, and to determine

a self-assessment of many key physical skills. Statements were created with such words

as “I feel”, “I know”, “I demonstrate”, and “I enjoy” so that each student was able to take

ownership for the data they were providing. The survey can be found in the appendix,

labeled Appendix A.

21

The second survey, entitled “Activity Interests”, is a list of activities that provided

an opportunity for each student to rate whether they found the activity very interesting,

interesting, of little interest, or absolutely no interest. Activities were selected from the

many units that are taught in the physical education program. These activities included

individual sports, personal fitness and health, cooperative games, social activities, and

team sports. The idea behind learning the likes and dislikes of the students is to provide

information so that units can be developed that will promote less wait time and develop

higher levels of involvement. Please refer to Appendix B for a full list of activities.

At the bottom of each survey, students were given the opportunity to list any

comments to the researcher. Students were instructed that personal feedback is a very

important part of the study, but this section was optional. By listing any comments here, they

could anonymously say what they needed to say about the teacher, the program, and the class.

Surveys were color coded to recognize grade levels of students in the following manner: Grades

4-6, yellow; Grades 7-8, green; Grades 9-10, blue; and Grades 11-12, orange.

Use of Informal Case Studies. The author has included two informal

perspectives that allow the reader to view the impact of the NPE Curriculum on both

students and teachers.

A qualitative survey was developed to ask questions and provide an opportunity for

students to rate their experiences. For survey purposes, parental consent was not needed as the

administration allowed for the surveys to be distributed in home room classes.

22

Data Collection Procedures

The principal instructed the classroom teachers to provide ample time for each student to

complete the survey upon his own suggestion. For the younger grades, teachers voluntarily read

each question aloud. As surveys were being distributed, the researcher took an average of five

minutes to explain to each class and grade level the purpose of completing the survey honestly

and to one’s best ability. By taking the time to discuss with classes the importance of

such data, students were able to understand that not only does their opinions matter but,

they act as key factors for the developed of good programs within their educational

journey.

Surveys were distributed one time during the month of February in 2011 to classrooms of

students in grades four through twelve, approximately one hundred sixty students. All students

voluntarily completed the survey and resulted in almost one hundred percent return. The second

part of the survey included rankings of enjoyment and feeling of importance of both traditional

and non-traditional physical education activities and sports. Each student had the opportunity to

add additional comments to the survey.

Data Analysis

Questions were tallied giving exact numbers as to if students strongly disagreed,

disagreed, had no opinion, agreed, or strongly agreed with each statement. Graphs were

compiled with different views of the data. Then percentages were calculated for each statement

and were made using those percentages. Grade levels were combined as follows: 4-6, 7-8, 9-10m

and 11-12.

23 Limitations

It is assumed that many of the indigenous Marshallese and foreign students have

not experienced many other physical education programs; therefore, results from those

students are solely based upon their current experience with the current program.

Kwajalein schools contains one of the only certified physical education teachers within

the Micronesian area; therefore, the study and results are solely intended for their own

school system. A large limitation in this study’s data is that not every student answered

every question which resulted with inconsistencies of the overall percentages. Finally, a

very important aspect of this study is that information is solely qualitative and not

quantitatively driven; meaning, if students were tested in these particular skills, results

could show different strengths and weaknesses despite their personal opinions.

24

Chapter IV: Results

The evaluation of every program is vital. This is the only way teachers, administration,

and pertinent stakeholders can assess the actions of the classroom. Since NPE is mainly driven

by self-motivation, opinions will always vary as to personal likes and dislikes of the program.

Results are given in terms of percentages for students in grades 4-12.

Kwajalein School PE Curriculum Program

Kwajalein Schools have combined traditional sports-oriented, individual sports or

activities, and wellness to create the most effective physical education program. The program

was designed to follow guidelines and best practices of NPE, as well as introduce and utilize

local games, music, and dance of the Marshall Islands. To give a better overview of the program,

listed below is Table 1 which lists the traditional sports, individual sports and activities and

wellness and nutrition topics included in the K-12 program. Students are taught all basic cues,

rules, playing environment, and many times the official’s signs for any infractions. This helps

each child develop a cognitive understanding so that when placed within the game settings, they

comprehend why game play stops or particular calls are made. As part of each unit, students are

assessed through a simple task sheet, teacher observation, demonstration, and performance

rubrics.

25 Table 1: Overview of the Kwajalein Physical Education Program K-12 Traditional Sports Individual Sports and Activities Wellness and

Nutrition Basketball Capture the Flag Hygiene

Soccer Rhythm and Dance Self Esteem

Volleyball Court and Beach Gymnastics Goal Setting

Softball Hacky Sack Body Systems

Kickball Yoga Sickness and Disease

Prison Ball/ Dodge Ball Thai Chi Personal Body Image

Floor Hockey Aerobics Family Life Lessons

Flag Football Jump Rope Stranger Awareness

Running Cooperative Games Communication Skills

President’s Fitness Challenge Swimming Food Pyramid/Exercise

Badminton

26 Table 2 : A Physical Education Curriculum Study Percentage Results QUESTIONS Strongly

Disagree Disagree No

Opinion Agree Strongly

Agree

Overall Participation in PE Program 1 2 4 51 41

Confidence in the ability to succeed 0 3 12 39 46

Enjoying physical activity during school 1 4 12 41 41

PE helps to prepare for extracurricular activities

3 9 20 40 27

Comfortable approaching the PE teacher with questions and concerns

2 8 16 41 32

Equipment is in good safe working order 5 10 22 39 24

PE meets my needs 2 12 22 45 20

Facility is maintained properly 4 6 14 50 26

Abundance of equipment meets each individual’s needs

4 18 10 45 24

Acquire the knowledge about specific team sports

2 6 9 41 41

Acquire the knowledge of the rules for specific team sports

4 5 13 49 30

Demonstration of sportsmanship provides for a good class environment

2 4 14 57 24

Ability to demonstrate basic motor skills to become successful in team sports

1 6 10 44 39

PE has created the ability to enjoy team sports and life-long fitness

2 3 7 32 57

Knows the definition of life-long fitness. 2 8 18 40 32

Participation in class is based upon fun 4 8 17 35 38

Through PE, has learned more about health and health fitness

5 7 16 36 35

Enjoyment of individual activities, i.e. yoga, weight lifting, dance, swimming, etc.

8 8 14 34 36

Ability to move at different levels while targeting

2 16 17 37 27

Ability to demonstrate the necessary cues for basic sports skills

1 8 16 39 36

Been provided for learning opportunities and skill development

1 7 17 43 32

27 QUESTIONS Strongly

Disagree Disagree No

Opinion Agree Strongly

Agree

Classroom is comfortable to learn new skills for sports and other activities

1 2 9 43 45

Table 2 summarizes the results from the main survey. Multiple statements were asked in

the areas of participation, environment, equipment and safety, the content and cognitive

knowledge of, and several self-assessments for personal reflection. Results are given in terms of

percentages for students in grades 4-12.

Participation in physical education is highly necessary as this is a key aspect and a part of

the PE grade. Data reflects that ninety-two percent of the students agreed that they participated

fully in class. This percentage reflects the idea that eighty-two percent of the students said that

they enjoy physical activity during the school day; whereas, twelve percent did not have an

opinion and five percent don’t enjoy any physical activity. Seventy-three percent of Kwajalein

students reported that they feel participation is directly linked to whether the activity is fun.

The environment of a classroom is defined in many ways. Attitudes of students, behavior

management styles of the teacher, personalities, visual aids, sound levels, and space all are

integral parts for creating a safe and productive learning environment. Eighty-eight percent of the

students in Kwajalein reported that their PE classroom allows for a place to learn new skills. This

is a direct reflection that at least sixty-three percent of the student body feels comfortable

approaching the teacher to ask questions or to report concerns, both positive and negative.

Another supporting statement is that eighty-three percent of students agreed that good

sportsmanship is prevalent and practiced consistently in the classroom. Together these findings

demonstrate the relevance of setting the tone to any learning environment.

Safety is a priority. PE classrooms use multitudes of manipulatives to help deliver the

curriculum based content. Equipment used in Kwajalein schools was reported to be in fairly

28 good working order however fourteen percent of the students feel it could improve. Almost

seventy percent of the student population agreed that there is a sufficient amount of equipment

for each child to use. The facilities are maintained through different company departmental

budgets. Thirty percent of students did not score this area in a positive manner, however it is

difficult to decipher why this may be.

The survey proposed several statements that relate to the content and retention of the

curriculum. Students agreed that they receive the desired information about traditional team

sports in relation to the performance of the skills and rules to follow during game play. When

asked about the proficiency of health fitness, the majority of the student body said that they have

learned quite a bit by being in PE classes, seventy-one percent to be exact. However, almost

thirty percent of students could not tell the definition of life-long fitness or its importance. This

may possibly be due to the fact that Kwajalein Schools shifted teacher coursework to include a

health curriculum instead of using a specialized staff member to thoroughly deliver the content.

Through the assessment and self-reflection, students positively reported many key

attributes that stem from a good physical education program. Sixty-five percent reported the

ability to demonstrate the necessary cues for basic sport skill development. Sixty-seven said

those same skill sets help prepare them for a successful experience in extracurricular activities.

As more children feel prepared for specific sports and games, eighty-five percent agreed that PE

helps build confidence in the ability to succeed and therefore, creates enjoyment in learning more

about health, fitness, and life-long activity.

Students were asked to circle their own areas of needed improvement in the following

fitness related areas: cardiovascular endurance, muscle strength, flexibility, speed/agility and

muscular endurance. See Figure 1.

29 Figure 1: Fitness-Related Areas of Needed Improvement As Identified by Students

Particular characteristics are of importance when determining the results portion of the

survey, as this is truly a self-assessment. Each age range varies based upon human growth and

development. Characteristics such as adolescence, puberty, and adulthood contribute to the idea

that everyone’s self-image is different during these hormonal growth spurts. Young adolescent

children possibly perceive themselves in multiple different ways as the emphasis to understand

and care about the fitness domains most likely varies greatly. Junior high and middle school

children are entering and exiting puberty. During puberty, it would not be unheard of to hear

students say “I need more of this” or “I don’t like the way this looks”, all which may have

determined the way they circled on the survey. Students in older grades have begun to gain focus

about their health, life-long fitness, and the importance of each domain.

However, the results from Figure 1 do not comply with the notion that at different stages

of growth, students feel differently about their need for improvement, in a given program. It is

understood that all students in the Kwajalein Schools received the same curriculum content

however delivered in age appropriate manners. Therefore, these similarities were found: Grades

4-6 and 9-12 all ranked flexibility as being their highest priority for improvement, followed by

29

Figure 1: Fitness-Related Areas of Needed Improvement As Identified by Students

Particular characteristics are of importance when determining the results portion of the

survey, as this is truly a self-assessment. Each age range varies based upon human growth and

development. Characteristics such as adolescence, puberty, and adulthood contribute to the idea

that everyone’s self-image is different during these hormonal growth spurts. Young adolescent

children possibly perceive themselves in multiple different ways as the emphasis to understand

and care about the fitness domains most likely varies greatly. Junior high and middle school

children are entering and exiting puberty. During puberty, it would not be unheard of to hear

students say “I need more of this” or “I don’t like the way this looks”, all which may have

determined the way they circled on the survey. Students in older grades have begun to gain focus

about their health, life-long fitness, and the importance of each domain.

However, the results from Figure 1 do not comply with the notion that at different stages

of growth, students feel differently about their need for improvement, in a given program. It is

understood that all students in the Kwajalein Schools received the same curriculum content

however delivered in age appropriate manners. Therefore, these similarities were found: Grades

4-6 and 9-12 all ranked flexibility as being their highest priority for improvement, followed by

30 muscular strength. Speed, muscular and cardiovascular endurance followed but only

differentiated slightly in order. This indicates that many students do not feel they have a true

measure for range of motion. For junior high school students, flexibility ranked a close second.

Speed and agility and muscular and cardiovascular endurance ranked next, differentiating

slightly. There is not much exposure to this according to the program described in Table 1,

specifically, speed and agility or muscular endurance (with the exception of the Presidential

Fitness Challenge).

31

Figure 2: Areas for Improvement by Loco motor Skills Selected by Students

Students were asked what skill-related areas they felt they needed to improve. Figure 2

shows the locomotion skills of jumping, hopping, running, jogging, dodging and fleeing.

Proficiency of these skills varies greatly at different age levels as well as the exposure to such

activities that use the above locomotor forms. In regards to age, it is not uncommon to see the

younger students practicing jump roping skills and hop scotch, more so than students in high

school. As the graph shows, students in grades 4-6 and 11-12 share the same percentage for

needs improvement in jumping. About 38% of students in grades 7-8 also feel they struggle in

their ability to jump. Relations exist due to the novice student compared to the student who just

has not practiced the skill.

Many junior high and middle school students are making their first attempts at team

sports, where these types of locomotors are used most. This is not uncommon unless they have

been played at an extracurricular level. About 39% of 7-8 grade students reflected weakness in

their ability to dodge people and or objects. This is a key skill in sports such as football and

basketball.

32

Whereas, high school students are somewhat or very proficient at such skills like running,

jogging, and dodging. This is due to the increase of exposure through classroom settings and

social environments. Students at these levels have learned that the level of difficulty increases

with these skills because multiple forms are incorporated within team-sports settings. Therefore

to see a decreasing trend for skill development is not unlikely. However, it is important to realize

the increase and decrease in need for improvement may relate to the age at what the skill is being

introduced, the exposure and practice, and frequency of practice.

33

Students were asked what skill-related areas they felt they needed to improve. Figure 3

shows the manipulative skills of catching, punting, striking with hand, striking with bat or

racquet, kicking and tossing. For physical education purposes, manipulative skills refer to the

way a person uses equipment. Figure 3 demonstrates the Kwajalein Schools self-assessment of

strengths and weaknesses in these areas.

Understandably, students in grades 4-6 ranked almost all of the manipulative skills as an

important area of needs improvement. Punting (55%) is the most desired skill as this is most

frequently used in team sports, for example, football. This specific sport is not touched upon

often within the elementary age range. Elementary age students also ranked kicking (51%) as an

area of weakness. Surprisingly, this is a skill used frequently at this age level. Striking (40%) and

catching (40%) skills came in a close third as these are hand-eye coordination skills. Finally,

most students rated themselves as fairly confident in the skill sets of tossing.

Junior high students, in grades 7-8, ranked the areas for needs improvement as well. For

many, these may have been chosen because they are skills that relate to team sport development.

Figure 3: Areas for Improvement by Manipulative Skills Selected by Students

34 Tossing (49%) and catching (30%) skills were labeled the largest need leaving a close desire for

improvement between punting and striking skills.

Overall, high school aged students ranked themselves with an overall strength. For those

that answered the survey, percentages are quite low for a need of improvement. As these are

basic movement skills, students in this age room have had years of exposure with the skill sets to

improve upon.

35

Figure 4, demonstrates how students in grades four through six ranked their interest for

activities presented within their physical education program. Students were asked to rate their

enjoyment by no interest, little interest, interested, and very interested.

Figure 4: Physical Education Activities Preferred by Grade 4-6

Elementary students chose rhythm and dance activities (80%) or DDR (79%) as the most

interesting. Second, they enjoy such sports as soccer (75%) and softball. However, still ranked

amongst the most interesting are individual sports like wall climbing, parachute play, bowling,

and cooperative game play. The Presidential Fitness Challenge, a standardized fitness test

presented by the Presidential Council, was said to be a positive and negative influence of

interest. Around 58% of students enjoy participating in the fitness test whereas 43% do not.

Other activities that elementary-aged students ranked their lack of interest for include:

badminton, hacky sack, and bicycle riding. Individual activities such as gymnastics and track and

36 field events did not rank as well either. About 30% of the students don’t find interest in

basketball, 40% disliked volleyball, and around 40% find little to no interest in floor hockey.

37 Figure 5: Physical Education Activities Preferred by Grades 7-8

Figure 5, demonstrates how students in grades seven through eight ranked their interest

for activities presented within their physical education program. Before getting too in-depth as

what the percentages read on Figure 5, the reader can visually see the lack of commonality.

Students in grades 7-8 are at a key changing point in their lives; physically, mentally,

emotionally, and socially. This is visualized above by the range of answers given. Therefore, it is

hard to pull any distinguishingly interesting or non interesting activities from this group;

however, there are a few.

Junior high students had a much stronger presence in their dislikes than any other age

group. The highest dislike is hacky sack (83%). Both badminton (73%) and jump rope demos

(71%) are slightly in front of the disinterest in DDR and the Presidential Fitness Challenge

(66%). Students agreed that amongst their favorites of sports and activities included wall

climbing (77%), volleyball (75%), baseball (66%), and gymnastics (56%). The activities that

38 resulted within a fair split range of interest or non-interest included: swimming, life-long fitness,

dance and rhythm, and cooperative game play.

39 Figure 6: Physical Education Activities Preferred by Grades 9-10

This graph shows the interest levels of the 33 9th and 10th grade students. Interests were

fairly consistent. Almost all activities represented shared a more fifty-fifty split. Team sports are

of high interest and individual sports were ranked with less appeal. For example, 65% Insert of

9th and 10th grade students enjoy basketball and about 72% prefer softball over such activities

like the 85% who don’t care for hacky sack. The Presidential Fitness Challenge, which assess

personal fitness levels, are very interesting because the results show that 48% of the students

enjoy learning about their physical ability, whereas, slightly more than half really have no

interest.

Wall climbing, softball, and soccer are amongst the highly interesting activities, all which

are highly competitive and challenging. The need for a higher difficulty level is present.

Amongst the least interesting were activities such as jumping rope, life-long fitness, track and

field, and floor hockey.

40 Figure 7: Physical Education Activities Preferred by Grades 11-12

Juniors and seniors at Kwajalein High School rated their interest in activities as

represented in Figure 7. Individual activities and sports are not as valid at this age level. Many of

the personal fitness and individual games are of little to no interest, specifically, activities such

as bicycling, aerobics or personal fitness, and dance . All of these activities were said to be of

interest by only 30% and lower of the grade level. Team sports provide for a more social

atmosphere and therefore represent a higher interest level. These activities include basketball

(73%), soccer (71%), and floor hockey (62%). It is important to recognize the data at this level is

based solely upon motivation and interest, as physical education is offered as an extra elective.

41

Informal Observations

Through A Child’s Eye

Throughout a seven year period in the Marshall Islands, tenets of the NPE methodology

were practiced in both the elementary and high school on Kwajalein. PE no longer revolved

around playing small work up games of tag and free play at the recess playground. The teacher

created structured units that incorporated the development of skills, cues, and background

knowledge to stimulate all learning domains all while integrating the necessary environments to

provide for a safe and fun time. Many students were taught by this one teacher for the majority

of their elementary and high school years.

One particular student, a slightly timid and unengaged child, successfully overcame

major personal concerns of participation in PE class. This young girl, who started in the program

at grade four, would stand in the back of the room, hide amongst other peers, and frequently

create unique excuses as to why she could not participate at the expected levels of the teacher.

Her stomach would ache. Her head would hurt. A cough would be in the works of a cold!

The teacher approached the student, away from the others, to not embarrass the child.

She asked questions on a personal, conversational level. The teacher made a point to let the girl

know that her opinion mattered, specifically in the success of her education. She asked the young

girl more questions that related to her present likes and dislikes about activities in and out of

school. The striking of that simple conversation provided an affirmation that her opinion matters.

She assured the girl that the safest place to explore new ideas and activities, as well as making

friends, was in her PE class. The teacher started paying closer attention on how to group the kids

together for class activities, selectively placing this young child into controlled situations, where

children, more naturally nurturing, surrounded her.

42

The little girl slowly became more comfortable with the teacher, her friends, the activities

and the environment. Over a two year period of time, her skill level slowly increased due to the

amount of exposure she was willing to give herself. Over time, this student, who had no

perseverance for athletic ability, transformed into a self-motivating and inspiring young athlete.

She struggled in terms of speed and ability to perform sports at proficient levels, but it never

seemed to matter because she enjoyed the idea of “the game.” Mistakes were no longer looking

like failures, but ways to try something with a new approach.

The teacher continued to introduce multiple activities and games that incorporate both

life-long fitness, individual sports, and the many dynamics of traditional team sports. The teacher

was said to push for the drive of success only through ways in which created for fun times.

In elementary school, this girl could barely finish the mile run under fifteen minutes. She

knew that was not an acceptable time for her, and she was not meeting the class standard. By

middle school, this young girl’s perseverance paid off. The teacher had coached her to set her

own goal and not worry about the school standard. The little girl continued to run the mile, over

and over, until she could complete the time around the ten minute mark. At the end of the

teacher’s time at Kwajalein School, this girl-- now a young lady, came to the teacher and thanked

her profusely for pushing her in ways she never knew she could be pushed. Her goals were not

standardized, but individualized-- which motivated her for self-improvement over time and

increased her ability to develop a better understanding that she always had the ability to improve.

Another memory the teacher noted was that this same student thanked her greatly for, not only

building her own self-confidence, but was one of the biggest factors for pushing her to beat her

own swimming times outside of school.

43

Her grades showed similar improvement. The exposure to fun activities began building

the foundation for future endeavors. Not only did the student have the ability to succeed in PE

and health fitness, but in all academics, which reflects one of the main tenants of NPE.

This teacher consistently taught children to listen, learn, and make mistakes. This is the

true journey to success. All children are unique in their way to learn and enjoy the process of

learning. This young girl was a reminder that we, never know what we can accomplish, unless

we try. For the teacher, making a difference in this girl’s life was exactly why she chose

teaching, as a profession.

Through a Teacher’s Eye

In May 2011, the PE teacher returned to the United States and accepted a PE position

with the Department of Defense School System at one of the largest Army Aviation installations.

During the interview process, it was apparent that the principal was a strong believer in physical

education and its impact on the education and well-being of students. In fact, she was the only

principal in her organization that had two PE teachers. The teacher was hired because of the

programs and success in teaching K-12 physical education on Kwajalein. She was challenged to

incorporate the fundamentals of NPE into this large elementary school’s curriculum.

The PE teacher was paired with an individual that had sixteen years of teaching

experience, but stuck to the very traditional roles of team-oriented sports. The veteran PE teacher

stated that he has never been one to teach units in PE. His philosophy of class circulates around

providing an environment for children to burn the energy that stems from sitting in an academic

class all day. A time to socialize, run around, and become free. This teacher had not been

exposed to the benefits and concepts of NPE.

Upon completion of her first year at this school, the teacher asked the students for

feedback. “What is your opinion of PE today versus classes from the past?” One sixth- grade

44 student said, “The biggest change is that we have never approached PE as a unit that takes more

than one class to learn the skills.” Another student commented, after completing a unit on

volleyball, “we’ve had those volleyball nets up outside for years, but have never played

volleyball”.

The strongest validation came from the teacher’s sixteen year peer. By introducing more

unit-based approaches to the classes, he commented how the kids were even carrying some of the

new activities and skills they have learned into free choice time. He responded to her, “It’s really

great to see the kids get excited about what they are learning in our class”.

45

Chapter V: Discussion

After the completion of the study, findings show many positive characteristics to the

study derived from the Kwajalein School systems physical education program. Table 1 describes

the wide variety of content that the educator uses to deliver the approved curriculum. The content

includes personal fitness, social and cooperative games, small and large group activities,

individual sports and team sports, health and wellness content, and nutrition education.

According to the idea of new physical education (NPE), Kwajalein Schools participate in the

methods and practices.

Table 2 specifically describes the curriculum, the content, the environment, the

equipment, and the educator. It also allows for opportunity to assess the student’s affective

domain so that students are given the ability to assess how they truly feel about the program, in

and out of the classroom environment. Results from Table 2 remained mostly positive. For

example, when asked about participation and the ability to succeed, there is a high percentage of

agreement (92% felt they participate well and 85% feel they have the ability to succeed).

Building a classroom environment where students feel able to come in, learn, make mistakes

without serious consequences, feel safe, and are being taught by an approachable educator with

questions, concerns, and life thoughts are key to any academic area. Students agreed that the

physical educator is knowledgeable in almost all areas; therefore, benefitting the program as a

whole.

The survey showed one concern, the number of students who had “no comment”. Is this

because they truly did not want to comment, do not care, or did not understand the statement? It

is hard to differentiate between the three. The concern generates more so with the statements that

relate to safety, equipment, and facility. It should not just be a concern of the program to rate

46 high in these areas but should be a priority to the stakeholders, administration, parents, and

students.

The researcher found that there are many factors that can possibly contribute to the trends

in data amongst the different age groups. While looking at the data that derived from Figures 1-3,

concepts about human growth and development emerged as to how body image and self

perception could skew the results. The exposure to the types of activities and focus of content

lessons vary greatly depending on the age level so that curriculum is being presented in age

appropriate ways. For example, the need for practicing jumping was much higher in the older

students then the younger, elementary age. Could this be because teaching how to jump rope is a

concentration of that age group and practicing for long jumping is more typical of a high school

student? If more quantitative tests were given, the data would be more concrete as the true

strengths and weaknesses for fitness domains, locomotor movement, and manipulative skill

development.

One idea of varying data is that there is a high probability that the levels of difficulty

correlate with insufficient skill levels. Students who struggled with hand-eye coordination skills

like striking with an object also ranked activities such as badminton and hacky sack of little

interest. Studies have shown that students are less engaged with content that they do not feel

successful in; therefore, it would not be uncommon to draw a connection between a lack of

enjoyment and a level of difficulty.

Gender and environment can be brought into the equation. Figure 5 shows a dispersed

lack of interest over an array of activities. One thing to consider is that this may be due to the

change of environment, moving from the elementary campus to the high school campus. Social

status and friendships contribute greatly to your likes and dislikes during this hormonal stage. It

is much cooler to play football then to do line dancing around the gym!

47 Limitations Conclusions from this study were not supported by multiple samples. However, this

school provided a setting where one teacher consistently impacted the same set of students over

several years, in a very isolated and controlled setting. It is not often that such a controlled

environment presents itself for a study of this nature. Had the researcher been able to set up

specific data points, gathered over several years, this study may have been more impactful.

Informal case studies, however, supported the premise of this study and offer suggestions for

more statistical integration into program effectiveness studies.

Conclusions It can be said that the top priority to any strong program is the background of pedagogy,

knowledge, training, mentorship, and work ethic of the people involved. In physical education,

having effective behavior management skills and patience for students or peers are an integral

part to gain a successful program. The survey shows that not only do the teachers need to be

knowledgeable about their careers but also about their student’s academic paths. With a well

rounded educator derives well rounded successful students.

With the incorporation of both sports-oriented and new ideas of PE activities, most

students were able to enjoy multiple aspects of the physical education class. Students

documented that if the activity is enjoyable then their motivation and participation also are high.

The strong emphasis of individual sports, cooperative learning groups, and differentiated

instruction helped to engage students at multiple levels. Results revealed that at younger ages,

students felt more of a need for self-improvement in basic locomotor and manipulative skills.

When students reach their junior and senior years, they are mastering those skills. Flexibility and

muscular strength are a concern by all age groups as being areas of needs improvement.

“Targeting” and “targeting while moving” were skills that the majority of student state they

48 needed more attention. As most push to master a particular skill and sport set, surveys

documented positive results which infer that they have felt that they have been exposed to the

skill sufficiently.

Recommendations First, a survey, given frequently, is an excellent tool to create baseline data and perform

analysis of change over time. You need to determine what you want to measure in the survey and

ensure you create the right questions to obtain data that can be statistically modeled. The most

frequent failure is to not plan for the data you will need to prove or disprove a premise. Also, as

mentioned earlier in this document, the survey didn’t guarantee that every questioned was

answered, which needs to be corrected.

The researcher found herself in this situation when she developed the survey for

Kwajalein School PE Program. She thought more about the questions she wanted to ask, instead

of what data the answers would give her. In the end, there was data she needed that she didn’t

have; therefore, there was no way to track an individual over time. In the future, the researcher

would run test surveys to ensure the questions were asked to ensure meaningful data is gathered

to create the correct performance measurements. She also plans to do more research on

developing and modeling statistics.

The following data needs to be incorporated into the survey, to ensure accuracy and

breadth of reporting for each individual student, over time:

49 Data Element Description

Student ID A numerical identifier assigned to a student so that multi-year surveys can be consolidated

to monitor patterns of change and/or impact

Current Grade Allows comparison to standardized data for a specific grade

Current Semester Shows timing, if a survey is given more than once a year

Current Assessment

of fitness level by

student

The student must select the level of fitness they are currently at, based on a set of

standardized definitions

Year of Birth Determines Age

Sex Determines Sex

PE Preference Student must select activities they like and want to participate in (rank priority)

PE Improvement Student must select activities they feel they need the most improvement in (rank priority)

Second, the researcher would recommend that the stakeholders actively participate in

more frequent program evaluations in order to gain statistical trends overtime to ensure

dependable program results. Students need to know they have a role in their education and how it

affects their future. As pertinent stakeholders, they have the ability to gain self- motivation by

creating the curriculums they enjoy all while the school district takes that information to apply it

to the national standards. With more frequent program evaluations, it allows the teachers to adapt

to their student needs within their own unique environments Education has pushed for

differentiated instruction, this is one of the most documented best practices.

Third, Use technology. Don’t re-invent the wheel. There are well known software

programs, for example “Fitnessgram”, a computer software program, developed by the Cooper

Institute, that assists physical education teachers with a tool to communicate with students and

parents about fitness and health related assessments that include: aerobic capacity, body

composition, muscular strength and endurance, and flexibility. Software will help track each

50 individual child over the years. This is important to cater to personal, short, and long term goals.

The program includes information of cardiovascular endurance, flexibility, speed and agility,

muscular strength and endurance. These key areas are vital to a well-rounded healthy individual.

The program also helps track nutritional needs as well as provides information for the

development of a healthy diet. Since both students and teachers are able to log in into the

program and track both individual and class profiles, stakeholders have more ability to baseline

data, and you will want to use a Student ID that can also be used for the survey primary identifier

to combine qualitative data with quantitative data.

51

References

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Essential Readings Condensed for Quick Review.

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52 Mansell, W., James, M. & The Assessment Reform Group (2009). Assessment in schools: Fit

for purpose? A commentary by the Teaching and Learning Research Programme.

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53 Rink, J., Hall, T., & Williams, L. (n.d.). The role and responsibilities of the physical education

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54 Appendix A: A Physical Education Curriculum Study Traditional Curriculum Views and

the Introduction of ‘New’ PE for Grades 4-12

A Physical Education Curriculum Study

Traditional Curriculum Views and the Introduction of ‘New’ PE

Grades 4-12

Please rate the following criteria according to how you may agree and/or disagree with the

Kwajalein Schools (KSS) Physical Education program.

SD= Strongly Disagree D=Disagree NO=No Opinion A=Agree

SA=Strongly Agree

1. I actively participate in physical education classes. SD D NO A SA

2. I feel confident in my ability to succeed in physical education activities. SD D NO A SA

3. I enjoy participating in physical activity at school. SD D NO A SA

4. Physical Education classes help prepare me in extracurricular activities. SD D NO A SA

5. I feel comfortable approaching the PE teacher to discuss any questions and/or concerns. SD D NO A SA

6. Our physical education equipment is in good and safe working order. SD D NO A SA

7. Our indoor/outdoor physical education classes meet my needs. SD D NO A SA

8. Our physical education facility is maintained properly in a motivating manner. SD D NO A SA

9. Our physical education classes provide equipment so that each student may be actively involved.

SD D NO A SA 10. I gain the needed knowledge about specific team-sports (ex: football, soccer, volleyball,

softball/baseball, basketball, ultimate Frisbee, and hockey). SD D NO A SA

11. I gain the needed knowledge about the rules of the games for specific team-sports.

55

SD D NO A SA 12. I demonstrate sportsmanship during team-sports.

SD D NO A SA 13. I demonstrate the basic motor skills needed to progress with team sports and sport-related

skills: moving zigzag, forwards, backwards, side to side, catching, tossing, striking, and dodging or fleeing.

SD D NO A SA 14. I enjoy team sports and will most likely participate in other physical activity or life-long fitness

activities. SD D NO A SA

15. I know what the definition is of life-long fitness. SD D NO A SA

16. I participate in physical education classes because of the fun activities and cardio/weight lifting exposure.

SD D NO A SA 17. I have learned more about my health and health fitness by participating in physical education

classes. SD D NO A SA

18. I enjoy such activities as: yoga, tai-chi, aerobics, Pilates, weight lifting, dance/rhythm exercises, and individual sports (i.e. bowling, swimming, singles tennis, and hacky sack).

SD D NO A SA 19. I can successfully move at different levels and speeds all while aiming to hit my target.

SD D NO A SA 20. I demonstrate the proper cues for kicking, tossing, catching, bouncing and punting balls.

SD D NO A SA 21. I have been provided learning opportunities for skill development and accuracy.

SD D NO A SA 22. I feel comfortable learning skills for sports in physical education classes.

SD D NO A SA 23. I feel the need for improvement in the following fitness-related areas: (please circle)

Cardiovascular Endurance Muscular Strength Flexibility Speed/Agility Muscular Endurance

24. I feel the need for improvement in the following skill-related areas: (please circle) Jumping Hopping Kicking Running Jogging Tossing Catching Punting Striking w/hand Striking w/bat or racquet Dodging Fleeing

Overall Program Comments: Please add any other comments that you feel are important to

recognize about your PE program.

__________________________________________________________________________

56

Appendix B: Physical Education Activities Survey

Please rate the following activities with your personal interest in terms of eagerness to

participate. Activities are to be rated on a 4 point scale as labeled below. There is a comment

section located at the bottom for any additional thoughts or personal feelings for each survey.

Circle the number that shows how interested you are in each of the following:

Activities No Interest Little Interest Interested Very Interested

1. Basketball 1 2 3 4 2. Wall Climbing 1 2 3 4 3. Volleyball 1 2 3 4 4. Badminton 1 2 3 4 5. Soccer 1 2 3 4 6. Gymnastics 1 2 3 4 7. Hacky Sack 1 2 3 4 8. Dance Dance Revolution

1 2

3

4

9. Jump Rope Demos 1 2 3 4 10. Baseball/Softball 1 2 3 4 11. Floor Hockey 1 2 3 4 12. Cooperative Games 1 2 3 4 13. Track & Field Events 1 2 3 4 14. Swimming 1 2 3 4 15. Bicycle Riding 1 2 3 4 16. Parachute 1 2 3 4 17. Presidential Fitness

Challenge 1

2

3

4

18. Bowling 1 2 3 4 19. Life-Long Fitness (Pilates,

Yoga, Tai-Chi, Tae-Bo, Aerobics, Weight Lifting

1

2

3

4

20. Dance and Rhythm 1 2 3 4 Comments:

______________________________________________________________________________

______________________________________________________________________________

57

Appendix C: Kwajalein School PE Survey- Write-In Comments by Students

Grades 4-6 “Our teacher is amazing and makes PE fun. We do need more time to develop more skills in some sports”. “I want to be able to run more than a mile. I also want to learn how to defend myself”. “Sometimes when we play Prisonball, kids throw too hard and it hurts”. “I could not have a better PE education then the one our PE teacher has afforded me. I enjoy it very much”. “I want harder activities”. “Overall comment- PE is very helpful because you get more muscles by exercising. It has many fun sports and activities. “Some people need to be talked to about how the talk and choose to treat other people”. “I like the dance project”. “We need a more active and frequent basketball program”. Grades 7-8 “Equipment meets overall needs”. “Would like to do more weight lifting and working on my muscles”. “I have always loved PE. I love all the different activities and how we learn so many different sports”. “More dodgeball”! “I would like a track and field team, climbing wall, and taught how to be play field hockey”. “More time with traditional sports”. “I would like more activities like rock climbing and cheerleading”. “I would like to learn more about playing soccer in PE”. “Great program. I don’t like doing too much with aerobics, yoga, tai chi, swimming, and hacky sack. I like the dancing but Zumba wasn’t too fun”. Grades 9-10 “I enjoy our Ivy Gym days, but would like to swim more”. “Going to the gym is the best part. I usually don’t participate much when we just stay at the school for normal class”. “We need to work more on ‘real sports’ like baseball, football, soccer, more so then dance and yoga”! “I love you”! “My PE program gives different opportunities for many different sports”. “Two days a week is inadequate for developing my knowledge and skill of a certain sport”. “Teacher is helpful and supportive”. “Going to the Ivey Gym was great”! “There should be no swimming next year”! “We played too much volleyball”. “PE is great! But the equipment and stuff just sucks”. “Would like to play more physically active sports.” “Going to the gym was the best part. I would like more running, athletics, and track and field. More traditional sports”!

58 “We need to play more football”. “I want to play more real sports for more than two days”. Grades 11-12 “I feel like it’s our own responsibility to participate in class”. “PE program is good”. “Felt there were many activities that were in no way related to PE. DDR comes to mind”. “I love sports”.