Elementary Physical Education Research Articles

Impact of New York City's 4-year multi-component natural experiment to improve elementary school physical education on student cardiorespiratory fitness.

School physical education is an important population-level health intervention for improving youth fitness. This study estimated the impact of New York City's PE Works program - which included providing PE teachers, training for classroom teachers, and administrative/ teacher support for PE - on student cardiorespiratory fitness as measured by the FitnessGram's 15-meter PACER test for aerobic capacity. This longitudinal study (2014/15-2018/19) includes 581 elementary schools (n = 315,999 4th /5th -grade students; 84% non-white; 74% who qualify for free or reduced-price meals, a proxy for socioeconomic status). We apply the parametric g-formula to address schools' time-varying exposure to intervention components and time-varying confounding. After four years of staggered PE Works implementation, 49.7% of students/school (95% CI: 42.6%, 54.2%) met age/sex-specific Healthy Fitness Zone (HFZ) aerobic capacity standards set by the FitnessGram. Had PE Works not been implemented, we estimate 45.7% (95% CI: 36.9%, 52.1%) would have met aerobic capacity HFZ standards. Had PE Works been fully implemented in all schools from the program's inception, we estimate 57.4% (95% CI: 49.1%, 63.3%) would have met aerobic capacity HFZ standards. Adding a PE teacher, alone, had the largest impact (6.4% (95% CI: 1.0, 12.0) increase). PE Works positively impacted student cardiorespiratory fitness. Mandating and funding multicomponent PE programs is an important public health intervention to increase children's cardiorespiratory fitness.

Improving Teachers' Ability to Design Physical Education Learning Scenarios

This study aimed to: 1) Produce a draft lesson plan (RPP) in accordance with physical education learning. 2) Produce the design of physical education learning scenarios. The population in this study was elementary school Physical Education teachers in Ambon City, Central Maluku, and Tual City. The sample was determined by 1 Physical Education teacher from each district so that there were 4 teachers; 1 teacher from SD Negeri 65 Ambon, 1 teacher from SD Negeri 7 Masohi, 1 teacher from SD Negeri Sohoku, and 1 teacher from SD N Kolser Tual City. The area sampling technique was chosen based on the best representatives from each region. Data were collected using observation and documentation techniques. The assessment instrument for the preparation of Physical Education learning scenarios used the teacher professional education (PPG) assessment rubric. Data analysis used descriptive qualitative data analysis techniques. The results of preliminary data analysis show that the first, second, third, and fourth respondents all have very poor abilities. This can be seen from the results of the assessment score obtained amounting to 125 out of a total score of 280, or it can be said that the ability was 45%. Meanwhile, the fourth respondent hads an ability of 40%. Thus, based on the assessment scores of the elements of the learning model indicator, it was known that there is no teacher's ability to plan a learning model that can be used to teach the subject matter based on the demands of the 2013 curriculum. This can be seen from the acquisition of the average assessment score at the achievement of number 1. This is because the scenario does not include what learning model is suitable for teaching the selected subject matter. Keywords: teacher ability, scenario design, physical education learning

Gender stereotypes in the physical education textbook

Gender stereotypes in media, including books, can play an important role in the process of gender identity construction. The purpose of this study is to analyze gender representation in Elementary School Physical Education, Sports and Health textbooks. The analysis was conducted by tabulating images and looking at the appearance of gender characters in the text in the elementary physical education books from grade one to grade six. Visibility and Firstness refer to the number of times a male or female character appears first in an exercise. Gender stereotypes (such as female characters doing rope games, male characters playing big ball games) were counted. Based on this data, it can be seen that in classes 1,2,4,5 and 6 there are more male images than female, only in class 3 there are more female images than male. Furthermore, the results of Gender Stereotyping data show that males are more dominant in Floor Gymnastics, Water Sports, Physical Fitness Activities, Invasion Games, Net Games, Maintenance of Reproductive Hygiene, Pencak Silat Martial Arts, and Athletics. In contrast gymnastics materials and Rhythmic Gymnastics Activities are dominated by women. Such stereotypes are considered as one of the ways in which gender identity is influenced and constructed. They can limit individuals' choices in relation to their roles, interests and aspirations, as individuals tend to conform to what is perceived as the gender norm in society.

Portrait of the Assessment Practices of Physical Education Teachers in Quebec: Reporting and Grading

Purpose: To gain a better understanding of the assessment practices currently implemented by Quebec physical education teachers regarding reporting and grading. Method: Exploratory mixed-methods study using semistructured interviews (n = 13), interviews to the double (n = 12), and a questionnaire (n = 164) with elementary and high school physical education teachers. Results: Participants use different strategies to report student performance. When grading, their strategy is to combine a mathematical approach with their professional judgment. They often consider all the marks taken during a learning and assessment situation and not only those taken at the end of it. Discussion/Conclusions: The main finding of this study is that teachers’ reporting and grading practices are subjective. We discuss how our results show the subjectivity in teachers’ practices and possible explanations for it, and then conclude by trying to understand how to make assessment in physical education more objective.

‘Sex ed’ exemptions in Ontario schools

This project explores how ‘sex ed’ exemptions are being enacted in Ontario classrooms. In August 2019, the Ministry of Education issued Policy/Program Memorandum 162, requiring Ontario school boards to have a policy or procedure allowing Grade 1-8 students to be exempted from Human Development and Sexual Health curriculum expectations at their parents' request. However, rather than limiting exemptions to formal lessons in the HDSH expectations of elementary Health and Physical Education, many teachers believe that they must exempt students from any conversation, formal or not, involving 2SLGBTQ+ topics. This has the potential to further stigmatize queer identities, as well as related topics and discussions. This research is also connected the conversation of how much sway “parental rights” have in the classroom. The first stage of this project has involved collecting exemption policy documents and board exemption forms, along with tracking how findable these documents are. As of today, 56 boards appear to have responded to PPM 162, either by passing a new policy or revising an existing one. Only 41% of school boards have a description of their exemption process available through Google search, while 30% of boards do not have their process available online at all. Unfortunately, problematic organizations like Parents as First Educators and Canadian Gender Report—both of which publish ‘resources’ claiming that parents have the right to exempt their children from all content about gender and sexual diversity—have materials which appear easily on Google search, sometimes even before authorized school board pages. If school boards do not have official exemption processes and forms readily available online, it is possible that parents will turn to these problematic documents instead. These gaps in the online availability of official board information may contribute to the dangerous misunderstandings present in how ‘sex ed’ exemptions are handled in Ontario schools.

Using ClassDojo in Elementary Physical Education

This article introduces a unique application, ClassDojo, that can be easily used in elementary classrooms, including physical education classes. Specifically, it describes the three features that are most relevant to class management, assessment, and communication in physical education. This application can enrich physical educators’ repertoire of teaching strategies and bring about quality student learning outcomes.

Traditional Games on Basic Movement Abilities of Elementary School Students

In elementary schools, physical education, sports, and health have experienced a decline in students' basic movement abilities, especially regarding running ability. This is in line with the increasing trend of inactive lifestyles among children, which has the potential to harm their physical health. This research aims to analyze the influence of traditional games on elementary school students' basic movement abilities. This research is a type of experimental research. This research uses a true experiment method with a Pre-test and Post-test Control Group Design. The research population was all class V students, totaling 42 students. Data was collected through interviews and tests. The instruments used in data collection were interview sheets and a 30-meter running test. The data analysis technique uses quantitative descriptive and independent sampling t-test differences. This research shows that integrating traditional games significantly affects students' basic movement abilities. Therefore, traditional games can effectively develop elementary school students' basic movement abilities. This research implies that schools should consider introducing traditional games in their curriculum to improve students' basic movement skills while preserving local culture.

Exploring the embodied experiences of social relationships in physical education

ABSTRACT There is a need for new pedagogies in physical education that emphasise embodied learning experiences and meaningfulness [Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88(3), 241–250; Kretchmar, R. S. (2008). The increasing utility of elementary school physical education: A mixed blessing and unique challenge. The Elementary School Journal, 108(3), 161–170; Lambert, K. (2020). Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’ movement. Physical Education and Sport Pedagogy, 25(2), 154–173; Rintala, J. (2009). It's all about the –ing. Quest, 61(3), 278–288]. Social interaction is considered an integral feature of meaningful physical education [Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful experiences in physical education and youth sport: A review of the literature. Quest, 69(3), 291–312]. Previous research shows that various pedagogies of embodiment may contribute to enhancing positive social interaction [Azzarito, L., & Ennis, C. D. (2003). A sense of connection: Toward social constructivist physical education. Sport, Education and Society, 8(2), 179–197; Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In R. Light, J. Quay, S. Harvey, & A. Mooney (Eds.), Contemporary developments in games teaching (pp. 29–42). Routledge]. This study explores pupils’ embodied experiences of social relationships in physical education. We aim to inform and further develop existing pedagogies of embodiment by expanding the knowledge about how intersubjectivity and sociality are experienced, and how these experiences affect the pupils’ movement exploration and enable them to value physical activity. By interpreting findings from a sensory ethnographic fieldwork in a tenth-grade class in Oslo, Norway, we show how pupils’ embodied experiences of social relationships revolve around establishing, confirming, maintaining, and questioning their sense of belonging to the social 'we'.

Cooperative Learning to Enhance Social and Emotional Learning among Hispanic English Language Learners in Elementary Physical Education

The COVID-19 pandemic highlighted the challenges and opportunities for incorporating social and emotional learning (SEL) into physical education, especially in settings disrupted by remote learning. This article provides practical strategies for PE teachers to apply the cooperative learning (CL) model to help Hispanic English language learners develop crucial SEL skills. CL involves structured group activities that promote teamwork and communication, which are essential for students who face challenges with language and cultural barriers. By integrating activities like multicultural games, physical education teachers can create a supportive and engaging learning environment that encourages students to collaborate, understand different perspectives, and build emotional and social competencies. This approach also supports a more inclusive and empathetic classroom dynamic.

COVID-19 상황의 초등 체육교과 표현 영역 관련 연구 탐색

This study aims to explore previous research on the expression area of elementary school physical education subjects in the COVID-19 situation. Accordingly, we consider the direction of research in the expression area of non-face-to-face classes that have replaced face-to-face classes. Moreover, this study anticipates the stabilization and sharing of various teaching methods by supplementing existing online classes at present and the smooth progression of expression area classes. This study is a literature review on the Korean Journal Citation Index (KCI), a system that analyzes citation relationships between papers by converting journal information, paper information, and references from academic organizations publishing academic journals registered (candidate) by the National Research Foundation of Korea into a database. Data were collected and analyzed from KCI. The findings are as follows. First, in expression research, various methods have been investigated to conduct classes appropriately by combining the advantages of existing face-to-face classes prior to the COVID-19 period and non-face-to-face classes using online devices during the COVID-19 era. Second, to ensure that classes in the area of expression run smoothly, research was conducted on restructuring and re-systemizing the curriculum so that online classes and physical activity-centered offline classes can run concurrently. Furthermore, research was conducted to develop teaching methods for online and offline expression areas, research content, and a platform to use teaching content. Such method will be disseminated for implementation.

초등학생의 체육수업 정서와 교사감정 및 수업몰입의 구조관계

This study empirically investigates the impact of elementary students' emotions toward physical education classes on teacher likeability and class immersion via structural relationships. To accomplish the study’s goal, we collected and analyzed data from 355 fifth- and sixth-grade elementary students in City I. The conclusions drawn from the research are as follows: First, elementary students' physical education class emotions (i.e., happiness, competence, and obligation) statistically and significantly affected teacher likeability and class immersion. Happiness negatively affects negative responses but did not affect positive responses or immersion in class. Meanwhile, competence positively influenced positive responses and class immersion but did not affect negative responses. Obligation had an overall positive effect on positive responses, negative responses, and class immersion. Second, concerning the effect of the physical education class students' emotions, only obligation partially showed the indirect (mediating) effect on teacher likeability. Regarding class immersion, obligation was statistically significant in the total, direct, and indirect effects mediated by teacher likeability.

Teachers' awareness of equitable physical education lessons: multiple intelligences

Study Purpose. This study aims to determine the level of awareness of elementary school physical education teachers regarding multiple intelligences in the learning process. Methods. This research is quantitative and descriptive. A purposive sampling system was used in this study, involving 57 teachers in the Special Region of Yogyakarta. The instrument is a questionnaire comprising 31 closed statements with a 5-point Likert scale response. Data analysis was performed using descriptive statistical tests. Questionnaire results were analyzed with interval scores. The analysis results were obtained regarding the awareness of elementary school physical education teachers in the Special Region of Yogyakarta regarding multiple intelligences in learning. The results explain that the teacher's mean score for all statements (1-31) is 4.00, categorized as high. Results. The three types of intelligence with the highest scores can be seen in the teacher's awareness of bodily-kinesthetic, interpersonal, and naturalist intelligence, with averages of 4.61, 4.37, and 4.25, respectively, all categorized as very high. Visual-spatial intelligence receives the lowest score, averaging 3.42 (high). The second lowest is musical intelligence, with an average value of 3.56. Other intelligences in the high category include logical-mathematical (4.00), verbal-linguistic (3.84), and intrapersonal (3.91). Conclusions. The findings of this study can be used by the curriculum sector, school principals, and other related organizations to facilitate physical education teachers, especially in integrating visual-spatial and musical intelligence, in training the integration of multiple intelligences in the learning process. Based on the findings of this study, further research into integrating multiple intelligences in physical education is encouraged.

Challenges and Interventions of Physical Education Teachers in Assessing Students' Learning in the Online Modality

Despite the emergence of several studies on online learning in Physical Education (PE) research, little has been mentioned about the assessment of learning outcomes in PE. This qualitative research aimed to understand the challenges and intervention strategies of PE teachers in assessing learning outcomes in the online modality. Nine elementary PE teachers from the laboratory elementary schools in Baguio City, Philippines participated in a semi-structured interview. The findings revealed that elementary PE teachers were faced with challenges in assessing PE learning online, but made interventions to these challenges. Three themes surfaced to describe the challenges: challenges in viewing students’ output, challenges in trusting, and challenges in monitoring students. The two themes described the interventions as differentiating students’ requirements and collaborating with parents. In assessing the PE learning outcomes online, the participants found it difficult; however, they realized that finding ways to overcome these difficulties is part of what teachers should do. The findings offer valuable insights that can inform and guide PE teachers in effectively assessing students' learning outcomes in the online learning modality.

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Objectives. This study aimed to investigate the impact of gamification in physical education on enhancing the self-esteem, satisfaction, and motor skills of 7-9-year-old elementary school students. Materials and methods. This study employed a pre-experimental method using a one-group pretest-posttest design without a control group. The participants were 90 elementary school students aged 7-9 years in Salatiga City (Indonesia), selected through purposive sampling. The research instruments included self-esteem, sports satisfaction, and motor skills assessment tools that have been validated and tested for reliability. The gamified intervention was implemented in physical education instruction over eight weeks. The statistical analysis was conducted using descriptive statistics, prerequisite tests, analysis of variance (ANOVA), and paired samples t-tests. Results. The study’s findings indicate significant changes in the observed variables following the intervention, with a significance value (Sig) of 0.000 < 0.05. The calculated t-values for all three variables were more significant than the critical t-value of 1.990, with a significance level (Sig. 2-tailed) < 0.05. Therefore, this implies that gamification in elementary physical education instruction has a statistically significant positive impact on students’ self-esteem, satisfaction, and motor skills. Conclusions. The findings elucidate that the implementation of a gamification intervention has proven effective in enhancing students’ self-esteem, satisfaction with learning, and motor skills abilities. The practical implications of these findings underscore the importance of considering the integration of gamified process into instructional design as a strategy to enhance the quality of physical education learning in elementary schools.

Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students.

In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.

Efeitos de 15 minutos de exercícios físicos na aptidão física de adolescentes: Estudo de protocolo

Overweight, obesity, and low physical fitness (PF) are conditions associated with physical and mental health problems in children and adolescents. Schools and physical education (PE) classes provide ideal environments for promoting physical exercise, improving levels of PF, and preventing obesity in this population. This article outlines the protocol of an experimental study whose primary objective is to assess the effects of a 15-minute physical exercise program implemented during elementary school physical education classes on PF and anthropometric markers of overweight and obesity (AMOO). Enrolled students in 6th to 9th-grade classes within rural elementary schools located in a Southern city in Brazil will participate of the study. The participants will be randomized into the intervention group and control group. The intervention will last for 12 weeks with two sessions per week. Various components of PF and AMOO will be the primary dependent variables. Physical activity level, recreational screen time, sleep duration, physical self-concept, motivation for participating in PE classes, symptoms of anxiety, depression, and stress will be secondary dependent variables. Sociodemographic information and somatic maturation will serve as covariates. All variables will be measured pre and post-intervention. The study’s findings will contribute to a better understanding of the potential of school PE classes to improve PF, AMOO, and, secondarily, health-related behaviors, motivation for participating in PE classes, and the mental health of students.

Identifying the Quality of Lower-Grade Primary School Rhythmic Activity Learning

This study aims to determine the quality of learning Physical Education Sports and Health (PJOK) material on rhythmic activities implemented by PJOK teachers. This research includes descriptive research using a mixed method design by combining quantitative data as the primary data and qualitative as secondary data. The sample of this study was 116 elementary physical education teachers in DIY using a random sampling method. This research instrument uses an online questionnaire adopting the QPE (Quality Physical Education) instrument, modified according to research needs. There are three variables and 19 questions in this instrument, with the results namely (1) Quality teaching as many as six indicators, of all respondents there were 39% respondents chose the answer Yes, and as many as 61% chose the answer No. (2) Skill Development and Bodily Physical Education as many as six indicators. (2) Skill Development and Bodily Awareness as many as eight indicators, 42% of respondents chose the answer Yes, and 58% chose the answer No. (3) Cognitive Skill Development as many as five indicators, 37% of respondents chose the answer Yes, and 63% chose the answer No. The results illustrate that most respondents still choose Yes, and 63% choose No. These results illustrate that most respondents still cannot correctly fulfill the quality of rhythmic activity learning due to various factors according to the qualitative data presented in each variable, with the average data of the answer "yes" of 39%, which is in the category of poor quality. Keywords: Quality of Learning, Rhythmic Activity, Lower Primary School.

Elementary School Teachers’ Avoidance of Model-Based Physical Education Lessons: A Grounded Theory Approach

PURPOSE This study sought to explore elementary school (ES) teachers' avoidance of teaching model-based instruction (MBI) in physical education (PE) lessons.METHODS An open-ended questionnaire (n=93) and three focus group interviews (FGI ) were conducted with seven ES teachers. The collected data were analyzed using grounded theory analysis procedures (Strauss & Corbin, 1997).RESULTS Accordingly, we derived a grounded theory paradigm model composed of the core phenomenon (ES teacher’s avoidance of MBI in PE lessons), causal conditions (traditional difficulties of Elementary PE lessons, mismatch between MBI and ES teachers/PE lessons, lack of experience and teacher knowledge for/in MBI), contextual conditions (complex instructor organization, powerful trend of play), intervening conditions (value orientation for fun-focused PE, misunderstanding about PE curriculum), interactive strategies (focus on screening physical activities, preparing for PE lessons with YouTube rather than teacher guide book), and results (learner inclusive effects and de-curricularization).CONCLUSIONS ES teachers’ avoidance of MBI in PE lessons is a result of several reported problems with elementary PE lessons and is likely to be a recurring problem in the future. To encourage ES teachers’ MBI in PE lessons, efforts should be made to build practical knowledge of model use in pre- and in-service teacher education.

Applicability of Physical Education Learning Sports and Health (PJOK) Primary School in the Independent Curriculum

In this research, the evaluation model used is the Discrepancy model. The subjects of this research were school principals, PJOK teachers and students at four schools in Kapanewon Ngaglik. Data collection techniques use questionnaires and interviews. The sample in this study included 4 school principals, 6 PJOK teachers and 4 students. The data analysis technique in this research is quantitative and qualitative descriptive analysis. The research instrument was validated through expert judgment. Content validity is proven by the V-Aiken Index coefficient with a result of 0.88 so it can be said to be valid. Meanwhile, the Cronbach's Coefficient Alpha reliability estimate is 0.904 (more than 0.07), so it is reliable and calculated with the help of SPSS. The results of the research show that the evaluation of the implementation of elementary school physical education, sports and health learning in the independent curriculum in four schools in Kapanewon Ngaglik is in the "Good" category. The results of the principal instrument analysis with a mean of 78.00, the assessment results with a percentage of 50% in the "Good" category are there (2 school principals), the "fair" category with a percentage of 25% are there (1 school principal) and the "poor" category. with a percentage of 25% there (1 principal). Then the results of the PJOK teacher instrument analysis with a mean of 58.00, assessment results with a percentage of 50% in the "good" category are (3 teachers), in the "fair" category with a percentage of 17% there are (1 teacher), and the "sufficient" category ” with a percentage of 33% there (2 teachers)

Educational Interactive Video Content as a Media Contemporary Learning for Physical Education Teachers

Teachers still need to gain an understanding of audio-visual-based learning media. How to make learning media, especially interactive videos. Teachers need to develop skills in creating and developing interactive learning videos that support learning activities. This training combines expository methods, demonstrations, and independent practice. This community service activity is carried out to provide training and experience through socialization and a direct approach to elementary school Physical Education teachers. This activity is carried out to increase teachers' knowledge and skills regarding learning media, in this case, interactive learning videos. Besides feeling the benefits of the action, the teachers hope there will be similar follow-up activities, such as training in making learning evaluations with google forms, training in making learning videos and optimizing the making of broadcast materials for learning materials.