Abstract
Evidence suggests that physical activity patterns become habitual during childhood, and it is possible that activity patterns continue into adulthood. Unfortunately, traditional physical education practices have been called into question in regard to the amount of vigorous physical activity the class actually provides. Undergraduate physical education teacher education programs provide an opportune setting in which preservice teachers can be introduced to the demand of meeting these unique and challenging goals with less pressure than under the responsibility of teaching full-time without university support. One curriculum model believed to address the concern of facing physical education is Sport Education. The purpose of this study was to determine what impact preservice teachers had on students accruing the recommended levels of moderate to vigorous physical activity (MVPA) during their early field experience of an undergraduate secondary methods course while teaching within the Sport Education curriculum model. Participants were four preservice teachers assigned to teach sport education to middle school students during a secondary methods course field experience. Leeson were filmed and analyzed using a modified version of the System for Observing Fitness Instruction Time and the System for Observing Play and Leisure Activity in Youth. Calculation of overall student activity shows that students were sedentary for 45.19% of the lesson duration, walking for 38.00% of the lesson, and vigorously active for 16.81% of their respective lesson. The discussion section outlines possible reasons for these results, as well as suggestions for physical educators to increase MVPA during Sport Education.
Highlights
Traditional physical education practices have been called into question in regard to the amount of vigorous physical activity the class provides
The purpose of this study was to determine what impact preservice teachers had on students accruing the recommended levels of moderate to vigorous physical activity (MVPA) during their early field experience of an undergraduate secondary methods course while teaching within the Sport Education curriculum model
The large amount of time spent in planned presentation can be attributed to preservice teachers having little experience in the field, or wanting to demonstrate to their students and/or course professor their instructional ability but overexplaining in the process; they were unable to deliver concise instruction using as little time necessary – this would likely be true during execution of any curriculum model for preservice teachers
Summary
The purpose of this study was to determine what impact preservice teachers had on students accruing the recommended levels of moderate to vigorous physical activity (MVPA) during their early field experience of an undergraduate secondary methods course while teaching within the Sport Education curriculum model. Recent Physical Activity Guidelines for Americans recommend that children and adolescents engage in at least 60 minutes of physical activity daily at the moderate to vigorous intensity levels (U.S Department of Health and Human Services [USDHS], 2010). It is possible that traditional Multi-Activity physical education curricula are deficient in providing the kinds of robust physical activity needed to combat these sedentary behavior trends (Nelson & Wilson, 2011). In this light, scholars and professional organizations have called for innovative and well-designed physical education activities that achieve health-enhancing fitness (Physical Activity Guidelines Advisory Committee, 2008)
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