Perspectives of Physical Education Specialists who Teach in Large Class Settings

Abstract

Perspectives of Physical Education Specialists who Teach in Large Class Settings Dr. Michael K. Gross, Dr. Alice M. Buchanan Abstract This paper examines the perspectives of eight elementary physical education specialists who teach children’s physical education in classes with large student: teacher ratios. The physical education specialists taught classes with student: teacher ratios of up to 54:1 per class. Interviews were conducted with each physical education specialist. The questions were written to inquire about specific variables that effect elementary physical education: biggest issue faced when teaching, delivering daily quality physical education, class management time, adequate equipment, safe learning environment, learning opportunities, adequate opportunity for moderate to vigorous physical activity, class size ratios, administrator attitudes toward physical education and class sizes, professional consideration from peers, discouraging issues, and promising things that kept them going. Results indicated that large class sizes interfered with their ability to offer quality physical education programs to children. The physical educator specialists indicated that they, as well as their profession, were marginalized by others’ attitudes. In spite of teaching environments that include large class sizes, lack of administrative support, peer apathy toward physical education as a legitimate academic discipline, and insufficient equipment to provide maximum participation for all students, the participants in this study were driven by a desire to see their students excel and develop a positive attitude toward physical activity. Full Text: PDF DOI: 10.15640/jpesm.v1n2a5