The Effect of Physical Education Teacher Physical Appearance on Student Physical Activity

Abstract

The purpose of this study was to examine how perceptions of a physical educator's physical appearance affected student physical activity levels through the use of pedometers. It was hypothesized that students with a fit-appearing teacher would have higher step counts than students with an overweight-appearing teacher. Both male and female students (N = 142) from fourth-, fifth-, and sixth-grade physical education classes wore pedometers during physical education class. Initially, students completed a Figure Rating Scale that rated a set of two cartoon figures in order to determine weight bias. A Zumba lesson was taught by one female guest teacher who wore a fat suit for half of the classes and no fat suit for the other half of the classes separately. Following the lesson, students completed a Student Attitude Questionnaire regarding the guest teacher and asked to record step count from their pedometer. A 3 x 2 x 2 ANCOVA data analysis revealed a statistically significant grade x group interaction (F [2,129] = 6.48, p = .002, ETA = .091). The covariate Student Attitude Questionnaire showed statistical significance (F [1, 129] = 9.23, p = .003, ETA = .067). The results of this study showed that the fourth graders had a higher step/min. in the group with the fit-appearing teacher and lower step/min. in the group with the overweight-appearing teacher. However, it was the opposite with the sixth graders, as the group with the fit-appearing teacher had lower step/min. than the group with the overweight-appearing teacher. The results of this study indicate that a fit teacher appearance may have a greater direct relationship with fourth-grader physical activity, but fit-appearing teachers may actually relate to lower levels of physical activity in sixth graders. These phenomena may be influenced by preactivity weight bias in children.