Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

Abstract

BACKGROUND This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical activity during PE. The proportion of class time devoted to management was evaluated as a potential mediator of the relations between resource availability and student activity levels. METHODS Data for this cross-sectional study were collected from interviews conducted with 46 physical educators and the systematic observation of 184 PE sessions in 34 schools. Regression analyses were conducted to test for the main effects of resource availability and the mediating role of class management. RESULTS Students who attended schools with a low student-to-physical educator ratio had more PE time and engaged in higher levels of physical activity during class time. Access to adequate PE equipment and facilities was positively associated with student activity levels. The availability of a greater number of physical educators per student was found to impact student activity levels by reducing the amount of session time devoted to class management. CONCLUSION The identification of structure and process predictors of student activity levels in PE will support the allocation of resources and encourage instructional practices that best support increased student activity levels in the most cost-effective way possible. Implications for PE policies and programs are discussed.

Diet, Physical Activity, and Sedentary Behaviors as Risk Factors for Childhood Obesity: An Urban and Rural Comparison

“…[2][3][4][5][6]10 A second commonly hypothesized reason that rural people may have higher obesity rates is that cultural and structural differences in rural and urban areas lead to different diet and activity patterns. 6,11 Access to healthy foods 12,13 and opportunities to be physically active 14,15 may differ between rural and urban areas. Rural residents living in the south frequently consume fried foods, fast foods, sugary and carbonated beverages, and processed, high-fat and high-sodium foods.…”

School PE through Internet discussion forums

“…Experiences of school PE situations affect future attitudes and life decisions (Fox 1998), meaning that schools have a major role in physical activity promotion. School PE, when delivered appropriately, can lead to enjoyment in future physical activities and to a physically active lifestyle over the lifespan (Bailey 2006;Bevans, Fitzpatrick, Sanchez & Forrest 2010).…”

Innovative Teaching Methods in Physical Education for Better Learning

“…Bevans K.B. et al, (2010) 6 suggested that age-appropriate equipment increases pain free practice, increases students' chances for active participation in the class and maximize the amount of time devoted to PE during which children are physically active. Children get maximum activity when every child has a piece of equipment and does not have to wait a turn (Judith E. R et al, 2010) 7 .…”