Abstract
Early experiences in physical education (PE) either encourage or repress lifelong participation in physical activity (PA). PE programs supportive of lifelong participation are grounded in self-determination theory, achievement goal theory, and National Standards for PE and have PE teachers who overcome barriers by integrating the theories and standards. The purpose of this study was to educate PE teachers on lifetime participation methodologies and to investigate their perception and integration of these practices. The participants included eight PE teachers in Mississippi who were interviewed about their perceptions and levels of integration. Data analysis revealed themes indicating that teachers integrate a moderate level of lifetime participation methodologies in PE. The majority of the participants agreed lifetime participation methodologies were worthy of integration; however, there were a few contradictions in the occasional perceptions that the barriers were too powerful to overcome or coaching duties took priority. Subscribe to TPE
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.