Physical Education Instructional Profile and Needs Assessment in the Chicago Public Schools

Abstract

Physical education (PE) is a key tool in promoting health and fitness in students. PURPOSE: to provide a profile and needs assessment of PE instruction in the Chicago Public Schools (CPS). The intent was to find out exactly how PE is delivered and to find out what needs exist related to improving PE instruction. METHODS: After obtaining IRB approval, we randomly selected 9 high and 51 elementary schools (10% of the total schools) representing each of the cluster areas based on the CPS instructional map. A research assistant helped a PE teacher complete a 63 item survey. Frequencies and percentages were calculated, and written comments were recorded. RESULTS: Illinois is the only state in the US that has a law mandating daily K-12 PE. CPS has a district-wide waiver of the mandate for grades 11 and 12. No written PE guidelines exist at the district level. CPS attempt to adhere to state learning standards. Frequency and quality of PE varies greatly across CPS. 83% of elementary schools do not offer daily PE. The majority of elementary school students (79%) have PE once a week. At the high school level PE is spread fairly evenly from 1–5 days per week. Most elementary schools (72%) do not waive children from PE unless they have a medical excuse. Of those that do, the primary reasons student miss elementary school PE is (55%) for academic classes. 88% of high schools waive students from PE for reasons other than a medical excuse. The majority of these reasons fall within the state and district guidelines for exemptions from PE. The most common focus of PE instruction was games and sports, followed by motor skill development, and wellness/fitness. PE is offered all year in most schools with an average duration of 40–49 minutes in elementary classes and 50–59 minutes in high schools classes. However, in 20% of the elementary schools, 50% or less of class time was spent in movement. CONCLUSION: For the CPS to provide effective PE, several changes are suggested: 1) Coherent, comprehensive, yet flexible guidelines for PE focusing on, preferably, daily PE involving instruction and participation in lifetime physical activity need to be enacted; 2) Review, and improve as necessary, all PE facilities, instruction, and equipment; 3) Securing adequate funding is necessary for improvements.