Targeting the Body and the Mind: Evaluation of a P.E. Curriculum Intervention for Adolescents

Abstract

P.E. classes are often the only opportunity for inner-city youth to engage in physical activity, but budget cuts and pressure to perform well on standardized tests has made P.E. an afterthought for many school administrators. This study evaluated the effectiveness of a new P.E. curriculum in five Los Angeles inner-city schools. Interviews were conducted with eight teachers, and surveys were administered to students and parents before and after curriculum implementation. 640 pretest and 584 posttest student surveys, and 234 pretest and 176 posttest parent surveys were completed. FITNESSGRAM test scores for 389 matched pretest/posttest students were also analyzed, and a McNemar’s test for significance was applied. The FITNESSGRAM scores were compared with control groups in the five schools and school district and state averages. Teachers found the curriculum “highly effective” and noted higher student participation than in previous curricula. Statistically significant differences were found in student confidence, P.E. enjoyment, knowledge about fitness, and performance at the FITNESSGRAM test. Significantly more students passed the test after the completion of the curriculum and with better scores, performing better than the control groups. The curriculum implementation showed promising results in boosting student confidence levels and performance in physical activity.