Physical Education Policy Research Articles

Defining an Organizational Role in a Contested Field: The Evolution of UNESCO’s Approach to Physical Education

Neo-institutionalist scholars of comparative education have claimed that international organizations (IOs) promote educational scripts that result in a harmonization of school curricula. However, this neo-institutional model seems to be inadequate for the field of physical education (PE), as it neglects the contested and politicized space of global PE policy-making, which is illustrated by the evolution of UNESCO’s role and approach within the highly contested field of PE policy development. Historical analysis suggests that three main factors could explain the challenging and time-intensive evolution of UNESCO’s approach to PE: (a) limited capacity of IOs, (b) limited capacity of professions, and (c) problematic quality of theorizations. Moreover, the strongly associated cultural meaning of PE as well as the lack of capacity for resource-intensive PE implementation have led to resistance against and the non-implementation of Western-based concepts by non-Western countries.

Correlates of Private Secondary Schools Meeting Physical Education Guidelines.

Although there are over 26,000 private schools in the United States, little is known about the relationship of their characteristics to mandated and recommended time allocations for physical education (PE). Private secondary schools (N = 450; grades 6-12) in California completed a 15-item questionnaire related to school characteristics and PE policies and practices. Using correlational analysis and predictive modeling, we assessed the associations and influences of various factors relative to the schools meeting state (California) and national professional time targets for PE. Whereas most schools fell short of meeting PE weekly time recommendations, 5 of 10 tested variables were significantly associated with schools meeting PE minutes/week targets: school enrollment, school level, having a fitness testing policy, PE class size, and not permitting exemptions for PE. Large schools and those serving high school students provided more PE and were more likely to meet PE time allocation standards. Having policies for PE minutes/week and no exemptions for PE were significantly associated with a school having all its PE classes taught by a specialist. Private secondary schools should consider the adoption of professional guidelines related to PE time allocations, class size, conducting physical fitness testing, employing PE specialists, and not permitting exemptions for PE.

노인체육정책의 휴머니즘 기조와 뉴 패러다임

노인체육정책의 휴머니즘 기조와 뉴 패러다임

노인체육정책의 휴머니즘 기조와 뉴 패러다임

노인체육정책의 휴머니즘 기조와 뉴 패러다임

노인의 체육활동 참여관련 요인 분석

This study is based on the Korean Elderly Survey (2014) and comprehensively analyzed factors related to participation of the elderly in physical education. The purpose of the study is to provide basic data for decision making of the elderly physical activity policy which is the main means of solving the problem of aging. The subjects for this study were 9,855 elderly people who are over 65 years old. The feature selection node, chi-square test, and decision tree analysis were used. IBM Modeler 18.0 and SPSS Statistics 22.0 were used as analysis tools. First, 21 variables were extracted from 8 parts as the important variables related to participation of the elderly in physical activity. Second, a total of seven variables were extracted as a final variable to discriminate the elderly`s participation in physical education through a decision tree model. In the constructed model, variables of the physical function state part (difficulty in performing the operation) were found to be the most important variables to separate the participation of the elderly in physical education. The results are as follows. In elderly physical education policy, it was necessary to build up data in which the environment and conditions of each elderly person was identified and focused on weakening of the physical function of the elderly. In addition, it is necessary to prepare policy alternatives that can affect the relationship between the elderly and elderly individual by various policy means such as information technology utilization.

Comparative Studies for What?

Comparative Studies for What?

Mutual Connection between School Physical Education Policy and Sport Pedagogy

Mutual Connection between School Physical Education Policy and Sport Pedagogy

학교체육정책 실행과정에서 교사의 목소리 : 체육교사의 정책실행에 영향을 미친 요인을 중심으로

2010년 이후 인성, 건강 등 사회적 문제를 해결하기 위한 학교체육활성화 정책은 학교체육의 지형과 모습을 변화시키고 있으며, 학교체육정책의 방향과 전략, 운영 및 평가에 대한 학문적·사회적 관심이 동시에 증가하고 있다. 그러나 상대적으로 정책의 성패를 결정하는 정책실행자인 교사의 정책실행에 대한 연구와 고려가 부족한 것이 사실이다. 따라서 본 연구의 목적은 학교체육정책 실행과정에서 교사의 정책 수행에 미친 주요 요인을 탐색하는데 있다. 이를 위해 20명의 교사를 대상으로 심층면담을 실시하였으며, 수집된 자료는 귀납적 분석과 연역적 해석 과정을 거쳤다. 학교체육정책 실행에 영향을 미치는 요인으로 개인적 차원에서 전문성과 열정 및 헌신이, 환경적 차원에서 체육시설, 사업예산, 교사 정책실행 시간, 학교의 풍토와 지원, 학생의 특성이 도출되었다. 각 요인은 독립적으로 작용하기 보다는 요인별로 서로 영향을 미쳤다. 따라서 교사의 학교체육정책 실행을 돕기 위해서는 하나의 목소리에만 매몰되지 말고, 교사의 정책실행과 관련된 다양한 요인의 복합성에 주목해야 한다. 학교체육정책을 해석하고 실행하는데 주도적인 역할을 한다는 점에서 학교체육 변화의 주체는 교사이며, 따라서 교사의 정책 실행을 위한 실질적 지원이 보다 강화되어야 한다. 더불어 교사의 교육적 목소리가 학교체육에 반영될 수 있도록 정책형성과정에서 교사의 참여를 촉진해야 한다.

Expert Perspectives on the Future of Physical Education in Higher Education

ABSTRACTDespite physical education teacher education/physical education sport pedagogy’s (PETE/PESP’s) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars’ expert critiques of current threats, projections of probable and preferable futures, and recommendations for transformation. Data were analyzed through an interpretive approach. Findings included: (a) limitations in physical education policy, teacher preparation, and status as key threats; (b) more of the same conflicts in the probable future and increased cooperation regarding conflicts in the preferable future; and (c) proactively revising the subdisciplinary framework and doctoral studies as transformative recommendations. We interpret issues critiqued as threatening PETE/PESP’s future, and projections of the probable future, as reflective of neoliberal rationality that has renormalized academic work in de-democratizing ways. We interpret that projections of preferable futures and transformative recommendations call for a re-emphasis on ethical academic attitudes to resist neoliberalization and reclaim democracy.

Examining the impact of a province-wide physical education policy on secondary students\u2019 physical activity as a natural experiment

BackgroundThe purpose of this paper is to examine the impact of a province-wide physical education (PE) policy on secondary school students’ moderate to vigorous physical activity (MVPA).MethodsPolicy: In fall 2008, Manitoba expanded a policy requiring a PE credit for students in grades 11 and 12 for the first time in Canada. The PE curriculum requires grades 11 and 12 students to complete a minimum of 55 h (50% of course hours) of MVPA (e.g., ≥30 min/day of MVPA on ≥5 days a week) during a 5-month semester to achieve the course credit.Study Designs: A natural experimental study was designed using two sub-studies: 1) quasi-experimental controlled pre-post analysis of self-reported MVPA data obtained from census data in intervention and comparison [Prince Edward Island (PEI)] provinces in 2008 (n = 33,619 in Manitoba and n = 2258 in PEI) and 2012 (n = 41,169 in Manitoba and n = 4942 in PEI); and, 2) annual objectively measured MVPA in cohorts of secondary students in intervention (n = 447) and comparison (Alberta; n = 224) provinces over 4 years (2008 to 2012).Analysis: In Study 1, two logistic regressions were conducted to model the odds that students accumulated: i) ≥30 min/day of MVPA, and ii) met Canada's national recommendation of ≥60 min/day of MVPA, in Manitoba versus PEI after adjusting for grade, sex, and BMI. In Study 2, a mixed effects model was used to assess students’ minutes of MVPA per day per semester in Manitoba and Alberta, adjusting for age, sex, BMI, school location and school SES.ResultsIn Study 1, no significant differences were observed in students achieving ≥30 (OR:1.13, 95% CI:0.92, 1.39) or ≥60 min/day of MVPA (OR:0.92, 95% CI: 0.78, 1.07) from baseline to follow-up between Manitoba and PEI. In Study 2, no significant policy effect on students’ MVPA trajectories from baseline to last follow-up were observed between Manitoba and Alberta overall (−1.52, 95% CI:-3.47, 0.42), or by covariates.ConclusionsThe Manitoba policy mandating PE in grades 11 and 12 had no effect on student MVPA overall or by key student or school characteristics. However, the effect of the PE policy may be underestimated due to the use of a nonrandomized research design and lack of data assessing the extent of policy implementation across schools. Nevertheless, findings can provide evidence about policy features that may improve the PE policy in Manitoba and inform future PE policies in other jurisdictions.

Youth sport policy: the enactment and possibilities of ‘soft policy’ in schools

ABSTRACTYouth sport policies are increasingly driven by health concerns and social issues, and focus on broad participation outcomes. Given the significant financial investment in, and critique of, such policies internationally, this study aimed to examine the implementation of Sporting Schools (SS), a $100 million programme intended to increase children’s sport participation in Australia. In addressing the limited research in this area in the Australian context, we draw on the notion of policy as process [Penney & Evans, 2005 Policy, power and politics in physical education. In K. Green, & K. Hardman (Eds.), Physical education: Essential issues (pp. 21–38). London: SAGE] and Fullan's [Fullan (2015) The new meaning of educational change (5th ed.). New York, NY: Teachers College Press] work on educational change. This analysis employed a qualitative methodology. Data collection included interviews with 32 sporting organisation (SO) representatives, coaches, and teachers involved in the implementation of SS. Data were analysed using a combination of inductive and deductive approaches, and the trustworthiness of the findings was supported using several strategies. Findings indicated divergent understandings of the need for the SS programme by stakeholders, as well as a lack of clarity of the policy aims and the means for realising them. There was little indication that SOs, coaches and teachers were engaged in a meaningful, working relationship to accomplish the reform objectives of SS; however, each saw benefit in the programme. Youth sport policy implementation in schools is a complex process. The dynamic interplay among the various factors influencing such policies makes realising their stated intentions nigh on impossible. While working to enhance the enactment of SS as intended is important, we propose that youth sport policies written for enactment in schools need to be viewed as ‘soft policies’. The simplicity and limited accountability associated with ‘soft policies’ can be viewed as an opportunity to recognise the expertise of those who work, learn and move in schools, and trust them to use resources effectively and reconcile tensions based on their unique knowledge of their local school contexts.

Physical education policy compliance and Latino children's fitness: Does the association vary by school neighborhood socioeconomic advantage?

ObjectivesTo investigate the contribution of school neighborhood socioeconomic advantage to the association between school-district physical education policy compliance in California public schools and Latino students’ physical fitness.MethodsCross-sectional Fitnessgram data for public-school students were linked with school- and district-level information, district-level physical education policy compliance from 2004–2005 and 2005–2006, and 2000 United States Census data. Multilevel logistic regression models examined whether income and education levels in school neighborhoods moderated the effects of district-level physical education policy compliance on Latino fifth-graders’ fitness levels.ResultsPhysical education compliance data were available for 48 California school districts, which included 64,073 Latino fifth-graders. Fewer than half (23, or 46%) of these districts were found to be in compliance, and only 16% of Latino fifth-graders attended schools in compliant districts. Overall, there was a positive association between district compliance with physical education policy and fitness (OR, 95%CI: 1.38, 1.07, 1.78) adjusted for covariates. There was no significant interaction between school neighborhood socioeconomic advantage and physical education policy compliance (p>.05): there was a positive pattern in the association between school district compliance with physical education policy and student fitness levels across levels of socioeconomic advantage, though the association was not always significant.ConclusionsAcross neighborhoods with varying levels of socioeconomic advantage, increasing physical education policy compliance in elementary schools may be an effective strategy for improving fitness among Latino children.

朝鮮における1914年『学校体操教授要目』制定期の体育政策について

朝鮮における1914年『学校体操教授要目』制定期の体育政策について

Evidence-based policies on school nutrition and physical education: Associations with state-level collaboration, obesity, and socio-economic indicators

Despite calls for more cross-sector collaboration on obesity prevention, little is known about the role of collaborative partnerships, or groups of organizations from different sectors working together toward a shared goal, in state policy activities. This study examined associations between competitive food/beverage and physical education policies and state-level collaboration and state characteristics (obesity, socioeconomic indicators, public health funding levels) for all 50 states and the District of Columbia, USA, in 2012. We examined cross-sectional associations between evidence-based competitive food/beverage and physical education policies from the Classification of Laws Associated with School Students and state characteristics from the School Health Policies and Practices Study and other national data sources using prevalence ratios and generalized linear models. Analyses were conducted in 2016. Cross-sector collaboration (i.e., state staff reports of working together on school nutrition or physical education activities) between state-level nutrition and physical education staff and ten types of organizations was not significantly associated with having state policies. Childhood obesity (RR=1.78, 95% CI[1.11,2.85]), high-school non-completion (RR=2.35, 95% CI[1.36,4.06]), poverty (RR=1.89, 95% CI[1.16,3.09]) and proportion non-white or Hispanic residents (RR=1.75, 95% CI[1.07, 2.85]) were positively associated with the presence of elementary school competitive food/beverage policies. Fewer indicators were associated with policies for middle and high schools. The large investment of time and resources required for cross-sector collaboration demands greater research evidence on how to structure and manage collaborative partnerships for the greatest impact.

敗戦直後の三橋喜久雄に関する一考察：公職追放を手掛かりとして

With a focus on GHQ/SCAP, GS documents, the objective of this study was to clarify the basic facts of the purge to which Mitsuhashi Kikuo was subjected. The findings are as follows: 1. Circumstances in the lead-up to Mitsuhashi undergoing review for public office qualification and the outcome of the review were clarified. 1) After Japan's defeat in the Asia-Pacific War, Mitsuhashi made every effort to restart the field of sports and physical education. He also attempted to run for office in the first upper-house elections (March 10, 1947). He underwent a review by the Central Public Office Qualifications Examination Committee in an effort to qualify as a candidate. His intended “public office” was that of a Diet member. 2) The review concluded that Mitsuhashi should be subject to a purge under SCAPIN 550, as he had held the post of Director of the Great Japan Industrial Patriotic Association before the war. Although the Committee had initially declared him “passed” (March 17), GHQ did not recognize the Japanese decision and decided to subject Mitsuhashi to a purge under SCAPIN 550 (March 31). The apparent reason was that GHQ emphasized the formal criteria, and thus declared him a Memorandum Case. 2. The lead-up to Mitsuhashi's appeal for re-review and its outcome was also clarified, in addition to his arguments during the appeal process. 1) Working within the system, Mitsuhashi petitioned the Public Service Qualifications Appeal Board for a re-review (April 14). In the re-review process, he submitted 5 memoranda testifying that he had not been influential as a director. In addition, he also testified orally twice before the Board. 2) He argued that his role was unpaid and merely titular, and that he had not attended meetings or made any positive contributions. He added that his appointment had been a mere formality; he had not intended to utilize the organization, and his contribution merely involved gymnastic instruction. Furthermore, he claimed that he was a liberal who had consistently criticized prewar physical education policy as militaristic, and who had studied sports instruction abroad. 3) After the re-review, Mitsuhashi was delisted as a subject of the purge under SCAPIN 550 (Dec.22). However, GHQ only accepted this decision about 5 months later following appeals from the Japanese government (May 22, 1948). Though Mitsuhashi's arguments were accepted by the entire Japanese membership of the Committee, it took more than 13 months for GHQ to acknowledge the decision.

Changes and Development Subject of Physical Education Policy for Activating Girls Physical Activities in School

학교체육정책의 다각적 변화와 발전 속에서 최근 가장 두드러진 정책은 ‘여학생 체육활동 활성화 정책’이라 할 수 있다. 여성 관련 정책은 사회적으로 열악한 지위에 처해 있는 여성이 감내하고 있는 불평등을 해소하여 보편적인 인간으로서의 삶을 영위할 수 있는 조건을 형성하자는 취지에서 출발한다. 본 연구는 학교체육활동의 교육적 운영의 지침이 되는 학교체육정책에서 여학생과 관련 정책의 수립･시행･변화･발전 과정을 검토하여 학교체육정책에서의 시사점 도출을 목적으로 하였다. 이를 위해 선행연구, 연구보고서 및 교육부가 제시하는 ‘학교체육주요업무계획’, ‘학교체육활성화 방안’등의 문헌자료를 고찰하였다. 연구결과 여학생체육활동 활성화 관련 정책은 태동기, 변화기, 확대기로 변화하고 있었다. 혼성학급 정책운영은 ‘체육수업에서의 여학생’에 대한 문제의식을 일으켰고, 이후 학교체육혁신방안, 이명박 정부의 일반학생 학교체육활성화 방안 등의 정책은 여학생 체육활동에 대한 정책적 관심을 유도하였으며, 2013년 박근혜 정권 내 여학생 체육활동 활성화 정책은 정책의 발전을 가져왔다. 현재 양적으로 확대 된 여학생 체육활동 관련 정책은 면밀한 성과분석을 통한 내실화의 노력이 요구되는 시점이며, 장기적 발전을 위해 정부차원의 정책개발기관에서의 관련정책에 대한 체계적 정책성과분석 및 정책연구를 제안하였다.

Energy expenditure estimates during school physical education: Potential vs. reality?

Schools are salient locations for addressing the high prevalence of overweight and obesity. Most US states require some physical education (PE) and the energy expended during PE has potential to positively affect energy balance. We previously used 2012 data to examine state policies for PE to calculate estimated student energy expenditure (EEE) under potential (i.e., recommendations followed) and existing conditions. Since then, data have been updated on both state policies and the conduct of PE. Based on updated data, we used PE frequency, duration, and intensity, student mass, and class size to calculate EEE for the delivery of PE under (a) national professional recommendations, (b) 2016 state policies, and (c) school-reported conditions. Although increased from four years ago, only 22 states currently have policies mandating specific PE minutes. EEE over 10years shows the enormous impact PE could have on energy balance. For the average recommended-size PE class, resultant annual EEE based on professional recommendations for min/week far exceeded those based on average state (n=22) policy for min/week by 44.5% for elementary, 62.7% for middle, and 59.5% for high schools. Since 2012 more states adopted policies for PE minutes than dropped them, however, EEE over 10years showed a net loss of 1200kcal/student. With no overall recent improvements in state PE policy and professional recommendations currently not being met, PE remains an underutilized public health resource for EEE. Strong policies, coupled with enhanced accountability of PE teachers and administrators, are needed to ensure PE exists in schools.

Analysis of school factors associated with the physical fitness of high school students

The purpose of this study was to determine the association between physical education environment and physical fitness levels of students at selected Slovak high schools. Methods: For the purposes of the study, 12 high schools in the Prešov region were selected via cluster sampling. To determine the association between physical education environment and physical fitness levels, 705 students (287 girls, 418 boys) participated in the study. The quality of physical education classes was assessed using selected items of a questionnaire used in a Texas youth fitness project, each school’s physical education environment and policy survey. Data on muscular strength, endurance, flexibility and BMI were collected using the FITNESSGRAM test protocol. To determine the effect of school physical education environment on fitness levels, ordinary least squares regression was used. Analysis of the association between school physical education environment and fitness levels showed minimal differences. The results indicated positive effects of qualified teachers and class size on fitness level measured by selected items of the FITNESSGRAM test battery in high school students. The educational attainment and participation in conferences by teachers and the number of students per class appeared to be the most significant predictors affecting the physical fitness of high school students.

Physical Education Policies and Practices in California Private Secondary Schools.

Physical education (PE) is mandated in most states, but few studies of PE in private schools exist. We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs. Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%). Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

The Construction of Pedagogic Meaning in Physical Education Policy in Korea: Focused on Regulative Discourses

The Construction of Pedagogic Meaning in Physical Education Policy in Korea: Focused on Regulative Discourses