Physical Education Experiences Research Articles

SENSE-ational schools: physical literacy enriched opportunities for students with neurodiversity

ABSTRACT Purpose Given the various social, physical, and environmental factors at play during a physical education (PE) class, some components of the PE experience can be overstimulating for individuals with neurodiversity. There have been repeated calls to action for the creation of inclusive experiences for all children in schools, however, very few have examined inclusive movement experiences across various movement contexts in schools (e.g. PE, recess, hallways, before/after school, etc.). This study reports on the SENSE-ational schools program as a model of an inclusive pedagogical approach for students with neurodiversity across school movement contexts. Data collection/analysis An exploratory case study design was used to examine inclusive practices within 4 elementary schools (grades K-5). Observations were grouped into four thematic categories: (1) School staff communication and engagement; (2) ‘Soft landings’; (3) Pre-teaching and reflective practice; (4) Lesson plans and equipment as a tool to support pedagogy. Findings Consistent with a physical literacy enriched pedagogy approach, the SENSE-ational schools program provided an opportunity for individualized movement journeys regardless of student level of ability or interest. The multiple success pathways for each individual student, afforded by different equipment deployed and strategies implemented, allowed for all students to feel successful in shared movement experiences. The SENSE-ational schools program is illustrated as a ‘best practice’ exemplar of inclusion for students with neurodiversity.

The suffering of students in physical education. Unsettling experiences and situational conditions

ABSTRACT Background The state of research on unsettling experiences of students in physical education can be characterized as fragmented. The available studies focus on select emotions (e.g. fear), specific forms of discrimination (e.g. ableism), or different types of social interactions (e.g. bullying). In this way, the state of research reveals different aspects of students’ suffering in physical education (PE) in a puzzle-like manner, while systematic investigations of the overall picture of PE as a complex meaningfully structured phenomenon remain open. Purpose The study presented in this paper aims to systematically capture the breadth of unsettling PE experiences by taking different perspectives of students into account, while also doing justice to PE in its situational logic. Based on a social constructivist approach, the following research questions will be addressed: (1) What kind of experiences are interpreted as unsettling by students in PE? (2) Which situational conditions are associated with students’ unsettling PE experiences? Methods A qualitative research approach based on written short narratives was employed to answer the research questions. Current and former secondary school students (N = 677) from Germany participated. Grounded theory coding methods and sequential analysis were used for the data analysis. Results Our data indicates a wide range of students’ unsettling PE experiences (e.g. public humiliation, social exclusion, and forms of violence). On a supra-individual level, two major categories of unsettling PE experiences were identified: (1) The vulnerability of the students perceived through revealed inadequacies and (2) the social oppression of the supposedly ‘lazy, weak and unfit’. Students’ experience of vulnerability can be traced back to situations of physical exposure and performance failure while their experience of social oppression draws back to suppressive actions by teachers and fellow students. For each of these categories, we identify typical ways in which students deal with their unsettling experience. On a structural level, a hierarchizing culture of PE that fosters unsettling experiences is revealed. Discussion As a central strength, our study can provide condensed explanations for the emergence and consequences of unsettling PE experiences from the students’ perspective. Our findings relate to and enrich existing discourses regarding the situational emergence of vulnerability, overarching mechanisms of marginalization, and the hierarchizing culture of PE as a basis for social oppression. It is particularly tragic that affected students feel left alone and can hardly escape harmful situations, which perpetuates their suffering. Thus, pedagogical concepts that emphasize students’ diversity and the dismantling of hierarchies are needed and should be advanced further.

Pupil voice in physical education and the desire for (in)visibility

ABSTRACT The importance of children is a universally accepted concept in schools. However, do we actually listen to what children have to say? Rudduck and Fielding [2002. The transformative potential of student voice: Confronting the power issues. Paper presented at BERA Annual Conference, University of Exeter, p. 2] argue that the voices of pupils are ‘silent’ or ‘silenced’. The aim of this study was to listen to the voice of pupils, concerning their experiences in Physical Education (PE) in schools, with the direction of the study being driven (although not co-designed) by pupils and thereafter following the issues that they raised. It involved 154, 14–16-year-old pupils across the two schools, one an independent school and the other a state academy. A focus group in each school (6 pupils per study) drove the direction of the study which then sort breadth through a questionnaire to the whole year group in both schools (154 respondents) and finally depth through 12 individual interviews. A theoretical framework (Social Field Theory) was selected post findings to ensure that it best represented the emergent data. Through this Pupil voice method, five themes emerged, those being Participation, Choice, Pressure, Ability and Development, and Health. These indicated that pupils have vastly different experiences in the PE lesson, in particular, if they are at either end of the ability spectrum. For some it is that of humiliation and censure, and for others it is about success and achievement. The uniqueness of the lesson with regard to physique and the exposure of both skill and body can affect this duality, negatively and positively. This can lead to the desire for, or coerced, (in)visibility for many pupils. Solutions from pupils, at both ends of the ability spectrum, to counter issues in PE involved giving choice of activity and having ability setting for classes.

An Examination of Meaningful Experiences During Sport Education

Background: In recent research years, there has been an increasing focus on the meaningfulness of physical education experiences. While it has been suggested that certain curriculum models such as sport education or cooperative learning provide opportunities for meaningful engagement in physical education, to date there has been no empirical study of those claims. Objectives: The purpose of this study was to quantitatively examine students’ perceptions of meaningfulness in two physical education contexts: traditional multi-activity format, and sport education. Methods: Sixty seventh-grade students aged 12 to 14 completed a 20-item survey titled "Meaningful Experiences in Physical Education Survey (MEPES)" prior to and at the completion of one of three sport education seasons. The analysis consisted of independent samples t-test comparisons between the two contexts (previous physical education experiences, and sport education) for each of the five dimensions of meaningfulness. A Pearson correlation was conducted to examine if there were significant relationships between the five dimensions. Results: Results of the independent samples t-test showed that significantly higher levels of meaningfulness were identified from participation in sport education than in previous physical education for four of the five dimensions. Pearson's coefficient results indicated significant positive correlations between all five meaningfulness dimensions. Conclusion: Sport education has structural elements that promote a sense of meaningfulness within physical education.

Designing and Analysing an APP based on "Internet+" for Integrating Health Data of University Physical Classes

INTRODUCTION: University physical education programs still largely use traditional methods without significant innovation in teaching or health evaluation. With the growing capabilities of Internet technology and artificial intelligence, there's a critical need to leverage these advancements to enhance the physical health assessments of college students.OBJECTIVES: The study proposes an integrated APP design for health data collection and analysis both inside and outside physical education classes, utilizing Internet technologies and intelligent learning algorithms. This is aimed at precisely analyzing and improving the health outcomes of university students by fostering more tailored and responsive physical education experiences..METHODS: The method involves constructing an app design analysis index system, integrating a vulture search heuristic optimization algorithm with a convolutional neural network (CNN). This setup uses smart sports APP behavioral data as input to refine and optimize health data integration, aiming to enhance the analysis and feedback mechanisms within university sports programs.RESULTS: The implementation of this method showed that it meets real-time requirements while significantly improving the accuracy and efficiency of integrated APP design analyses for health data. The use of smart algorithms allows for more precise adjustments and feedback in physical education programs, suggesting a substantial improvement over traditional physical health monitoring and evaluation methods.CONCLUSION: The proposed APP design successfully integrates and analyzes health data, enhancing the management and evaluation of physical education programs. It represents a significant step forward in utilizing modern technology to address the stagnation in physical education health monitoring, with potential implications for broader educational and health management practices in universities. Future iterations of the APP could incorporate more diverse data inputs and advanced analytical features to further refine its effectiveness and usability.

A New Model for Teaching and Learning: The Informed Learner in Physical Education Model

There has been a continuous focus on developing quality physical education (PE) experiences that empower students to understand movement and engage in physical activity. This article describes a pedagogical approach that was developed to assist the PE student in understanding more about their own and others’ physical activity capacities. This new instructional approach, which is grounded in scientific methods, is called the Informed Learner in Physical Education (ILPE). The ILPE was developed to provide teachers with a pedagogical approach to facilitate meaningful learning and empower students within PE with the overarching goal of students becoming “informed learners of and about movement and physical activity.” Within the ILPE there are four features: (1) Activity Context and Educational Focus, (2) Inquiry Question, (3) Investigation, and (4) Evaluation and Articulation of Findings. These features and teacher considerations are discussed to assist PE teachers in the design and implementation of an ILPE experience.

Exploring Online Physical Education Teaching: What Have We Done and What Have We Learnt?

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this ‘new normal’ circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

Perceived Participation to Kindergartens, Teachers, and Parents of Physical Education in Xi’an, Shaanxi Province, China

Background and Aim: This study addresses the scarcity of empirical evidence on children's participation in Physical Education (PE) and the perspectives of teachers and parents within the Chinese context. The study aims to determine the level of student engagement in PE and identify factors influencing their participation. It also seeks insights into how teachers and parents view PE's importance in children's well-being. Materials and Methods: Conducted in Xi'an, Shaanxi Province, China, the study involved 201 kindergartens, 200 parents, and 65 teachers. Analytical methods included tables, frequencies, percentages, mean proportion analysis, standard deviation proportion analysis, confidence interval analysis, one-sample z-score test for proportion, two-sample z-score test for proportion, and correlation analysis. The research also led to the development of a guide for creating a kindergarten's physical literacy model. Results: Kindergartens exhibit a moderate perception of PE, with males generally having a higher perception than females. Teachers view PE positively, considering it moderately beneficial for physical and mental development. However, barriers to teaching PE include limited event space, security concerns, venue and equipment issues, weather-related inconveniences, and parents' lack of sports proficiency. Parents have a favorable view of PE, acknowledging its positive impact. Barriers for parents include safety concerns, extracurricular workloads, limited interest in after-school sports, venue limitations, and academic pressures. Kindergartens express enthusiasm for sports like basketball and football, but challenges may reduce physical activity and lead to frustration. Conclusion: The perception of physical education in kindergartens varies among different stakeholders, with gender differences and positive attitudes from teachers and parents. However, numerous barriers, including space limitations and safety concerns, need to be addressed to ensure a more effective and enjoyable PE experience for children in this educational setting.

Research on the integrated solution of physical education based on smart campus.

To improve the physical education experience for students, this study investigates the idea of an integrated solution based on a smart campus for physical education. Within the physical education curriculum, the study focuses on the integration of smart fitness monitoring and wearables, interactive fitness equipment and gamification, mobile applications and customized workout plans, smart facilities, indoor navigation, and data-driven curriculum enhancements. The data gathered from a study involving two groups of students, an experimental group with access to smart campus solutions and a control group without such access, was analyzed using an organized and component-based framework. The data study looks at how the smart campus solutions affect the students' academic performance, fitness levels, motivation, and adherence to exercise regimens. The analyzed findings point to a few advantages of using smart campus technologies in physical education. Compared to the control group, students in the experimental group showed higher levels of academic performance, increased motivation, improved exercise adherence, and fitness. Students who had access to smart campus solutions reported much better experiences with physical education overall. The results imply that smart campus technologies have the potential to produce a physical education learning environment that is more interesting, focused on the needs of the students, and effective. Smart campus solutions help optimize curriculum design, boost motivation, and enhance academic performance by utilizing data-driven insights and personalized learning experiences.NEW & NOTEWORTHY This study investigates the idea of an integrated solution based on a smart campus for physical education. Within the physical education curriculum, the study focuses on the integration of smart fitness monitoring and wearables, interactive fitness equipment and gamification, mobile applications and customized workout plans, smart facilities, indoor navigation, and data-driven curriculum enhancements.

The Attitudinal Style and Its Potential for Hybridization with Other Pedagogical Models: A Narrative Review.

The 'Attitudinal Style' (AS) enhances the democratic and engaging learning process by improving student motivation and attitudes. Its adaptability, transferability, and applicability make it suitable for hybridization with other pedagogical models (PMs). This study explores the possibilities of blending AS with other PMs for classroom applications, emphasizing the use of formative and shared assessments to maximize efficiency. Adopting a Narrative Review methodology, the research delves into ten academic databases, identifying seven publications that meet the inclusion criteria for a detailed analysis. These publications propose pedagogical approaches for sports, body expression, natural environments, and physical conditioning. They highlight the potential of integrating AS with other PMs to not only enrich physical education (PE) experiences but also introduce innovative teaching methods for various physical activities. The evidence from these sources suggests that combining AS with other PMs serves as a robust strategy to enhance the overall educational experience in PE.

Students’ perceptions of physical education teachers’ (de)motivating styles via the circumplex approach: Differences by gender, grade level, experiences, intention to be active, and learning

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers’ autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students’ perceptions of physical education (PE) teachers’ motivating and demotivating styles and the eight different approaches, respectively, regarding students’ socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12–17 years (mean age ( Mage) = 14.65; standard deviation ( SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

예비초등교사의 초·중·고 시절 체육교과에 대한 교육경험 분석

예비초등교사의 초·중·고 시절 체육교과에 대한 교육경험 분석

Evaluating the Effectiveness of K-12 Physical Education Curriculum among Adolescent Students of Bai Saripinang National High School (A Case Study)

A well-implemented K-12 physical education curriculum produces a wholistic development of physique and mental well-being of adolescent students. This study aimed to evaluate the effectiveness of the K to 12 Physical Education (PE) curriculum among adolescent students at Bai Saripinang National High School. The K to 12 programs, implemented in the Philippines, introduced significant changes to the education system, including the PE curriculum. This research focused on understanding how these changes have impacted the physical education experience and outcomes of adolescent students. The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. The findings revealed several key aspects of the K to 12 PE curriculum's effectiveness. Students expressed varying degrees of satisfaction with the curriculum, highlighting strengths such as increased emphasis on health and fitness. The respondents unanimously Agree based on the questions provided that the K-12 PE curriculum is effectively implemented in the school.

The Development and Validation of a Scale to Assess Perception of Physical Education Among University Students in China

This study aimed to develop and test a University Students’ Perceptions of Physical Education (PE) Scale. The study was conducted in three phases in a southwestern city in China from December 2021 to October 2022. In Phase 1, an item pool was constructed based on a literature review and semi-structured interviews. In Phase 2, expert evaluations and university student interviews were conducted to evaluate the content validity of the questionnaire. In Phase 3, a cross-sectional study was administered to university students. Composite reliability (CR) and average variance extracted (AVE) for internal consistency and test-retest reliability analyses were calculated for the stability reliability analysis. The validity evaluations included content, construct, and discriminant validity and an invariance test. The developed scale comprises 20 items covering six domains: habituated behavior in physical activity, self-efficacy in PE, attitude and experience in PE, skills and knowledge, classroom climate, and facilities, equipment and norms. Each domain’s CR and AVE values exceeded 0.7 and 0.5, respectively. The statistical indices of the final model were chi-square (χ2) = 458.227, degrees of freedom ( df) = 155, Comparative Fit Index = 0.957, Tucker–Lewis Index = 0.947, standardized root mean square residual = 0.061, and root mean square error of approximation = 0.066, supporting the reliability and viability of the scale. A scientific process was adopted in constructing the University Students’ Perceptions of PE Scale. High validity and reliability scores indicate the suitability of using this scale for further research.

Lessons Learnt From Conducting an Instrumental Ethno-Case Study in a Mainstream Secondary School

The aim of this paper is to provide an insight into the lessons learnt as the primary researcher during an instrumental ethno-case study research project that took place in a mainstream secondary academy that set out to examine the physical education (PE) experiences of adolescent, white, pupils in a ‘typical’ working-class secondary school (Ayrefield Community School – ACS). With the term instrumental ethno-case study used to reflect the non-continuous nature of the 34 days spent in the school over a 16-month period, the structure and content of the paper aims to provide a greater theoretical and practical understanding of this relatively nuanced and contemporary approach to qualitative research in education. Determined that the study design remained based in ethnography, consideration is also given to the impact of professional and personal time constraints on an ability to engage in a truly immersive ethnographical study. In this regard, the paper also aims to provide additional guidance on the design and implementation of the study and the recording and interpretation of the data for any researcher with similar aims and/or time constraints. In addition, the paper also utilises Norbert Elias’ sociological concept of involvement and detachment as the lens through which the juxtaposition between objective researcher and experienced mainstream secondary school teacher was explored and managed throughout the duration of the study. Overall, therefore, the paper aims to provide a theoretical justification for the use of the term instrumental ethno-case study design, additional guidance and lessons learnt on the design and implementation of this approach, and further detail on the extent to which the potential conflict between objective researcher and former school teacher was acknowledged and managed. The project itself primarily set out to examine the physical education (PE) experiences of adolescent, white, pupils in a ‘typical’ mainstream working-class secondary school (Ayrefield Community School – ACS) and in doing so also sought to explore the attitudes of the pupils in relation to their views on qualifications and education generally, how they spent their leisure time, and more specifically, how their own actions and relationships with their male PE staff came to influence the content and delivery of their PE provision. Therefore, reflecting on the use of the traditional case study methodologies of covert and overt observations, informal guided conversations, and focus group interviews with male pupils and school staff, the paper highlights and examines the practicalities and considerations associated with the selection of, and access to, a ‘typical’ white, working-class school, how care was taken to encourage ‘natural’ behaviour during covert and overt observations, the specific nature of informal guided conversations with pupils and staff, and the techniques utilised in order to facilitate focus group interviews with these male adolescent pupils.

Beliefs of German Prospective Physical Education Teachers: A Qualitative Examination Through the Lens of Teaching Quality

Purpose: Prospective physical education teachers (PPETs) acquire beliefs during acculturation, which is the time before teacher education begins. Beliefs are based on shared experiences and influential in PPETs’ professional development. We examined German PPETs’ shared beliefs through the lens of teaching quality, comprising classroom management, student support, and cognitive activation. Method: Three focus group discussions were conducted, in which 13 German PPETs were instructed to work on shared lesson planning. The data were analyzed using reflexive thematic analysis. Findings: The PPETs believed that physical education should enable students’ participation in sports. Therefore, classroom management was reflected as “managing a physical education class as a prerequisite for the complexity of teaching.” Student support was reflected as “providing easy access to sports for all students.” Cognitive activation was reflected as “disregarding cognitive activation in favor of transmissive teaching.” The PPETs drew on their own physical education experiences as former students. Conclusion: Longitudinal studies focusing on cognitive activation are recommended.

Skúsenosti učiteľov so začlenením žiakov s poruchami autistického spektra do inkluzívnej telesnej a športovej výchovy

The aim of the research was to evaluate teachers' experiences of inclusive physical and sport education (PSE) towards inclusion of pupils with autism spectrum disorders (ASD). Fifty-two teachers (female, n=32; male, n=20) with a mean age of 41.4±11.3 years who had included pupils with autism spectrum disorders (ASD) in their PSE over the past 5 years participated in this pilot study. We used the standardized PESEISD-A questionnaire version 8.2 to collect research data. The most negative teachers’ perceptions of inclusive PSE were the significantly different level of acquired motor skills of pupils with ASD compared to the level of intact classmates and difficulties for pupils with ASD in performing the assigned task. They also complain about the high number of pupils in the inclusive group and the problematic behaviour of the pupil with ASD. On the other hand, the teachers claim that they have information about the pupil with ASD, in conducting inclusive PSE, they do not feel stress (40.4%) or nervousness (48.1%), and they do not find it difficult to modify sports activities in inclusive PSE.

Predictors of Physical Education Teachers’ Instructional Leadership and Efficacy

The objective of this study is to explore the predictive factors influencing the teaching leadership and efficacy of physical education teachers. Through an in-depth analysis of various aspects including educational leadership, teaching efficacy, and educational experience, we aim to provide guidance for enhancing the teaching quality and educational outcomes of physical education teachers. Employing a quantitative research approach, we conducted a questionnaire survey and statistical analysis to study the key factors affecting the teaching leadership and efficacy of physical education teachers. The study found a significant positive correlation between educational leadership and teaching efficacy, and a close association between physical education experience and teaching efficacy. Educational leadership and teaching experience are important predictive factors influencing the educational efficacy of physical education teachers. Additionally, educational leadership has a significant impact on teaching efficacy under the moderation of educational experience, indicating that educational experience can enhance the positive effect of educational leadership on teaching efficacy. These findings underscore the significance of educational leadership and teaching experience in the educational efficacy of physical education teachers, providing valuable insights for the formulation and practice of physical education policies. Future research could further explore other factors affecting educational leadership and efficacy, and consider broader samples and research designs.

Beyond adaptive practices: physical education for all

Legislation and policy internationally are underpinned by the expectation that educators remove barriers to learning, emphasize inclusion, and improve access for all learners. Extensive investment has provided support to assist teachers to adopt inclusive education approaches. And yet, as evidenced in international literature, the lived experiences of many young people in physical education (PE) classes, and particularly those who are identified, or who self-identify, as in need of special support, indicate that PE is anything but inclusive and equitable, and may in many cases result in learning outcomes counter to what is desired. We contend that, while much of the rhetoric of PE speaks to inclusion, institutional systems, the traditional framing of PE as curriculum policy, ‘classroom’ practice’, professional development offerings, and how research publications and or guidelines present PE leads to diagnostically driven and deficit-focused adaptative PE offerings for students in need of support. Moreover, PE as it is often presented curtails opportunities for equitable outcomes and inclusive approaches, and instead has the potential to reinforce and perpetuate ableist agendas. Accordingly, we argue that the adoption of a Universal Design for Learning approach that aims for ‘education for all’ by designing flexible curriculum that is focused on learner-centred, barrier-free education, is a vital step toward a more equitable, engaging, meaningful, and relevant PE experience. The foundational principles using this approach are that difference is valued, celebrated, and accounted for in all aspects of education. Implementing such a change requires that normative assumptions and practices are challenged by re-evaluating definitions of (physical) educational success and considering how teachers/schools can transcend traditional curriculum programmes to better meet the needs of all learners. We conclude with a call for a transformative shift in PE programming and practices to ensure that every student has the opportunity to reap the benefits of PE.

Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs

Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.