Intro to Research Research Report Final Repaired

UNIVERSITY OF SOUTH AUSTRALIA

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Name: Matthew Gardiner

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Course code and title: Introduction to Research in Education (EDUC 3050)

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Compulsory PE( Mens sana in corpora sano – a sound mind

in a healthy body – Juvinal 55AD – 127AD)

An investigation into teacher and pre-service teacher’s attitudes, values and perceptions towards compulsory PE in primary school.

i

Abstract:

Physical Education (PE) has always been a part of a student’s

education within the primary school environment. In reality,

student participation in PE has been left to the discretion of

individual schools and teachers; now, with the implementation

of the new Health and Physical Education strand by ACARA,

physical education will be compulsory and teachers will be

held accountable to meet the standards set by ACARA. The aim

of this research project was to examine the attitudes and

perceptions of in-service teachers and pre-service teachers to

the concept of compulsory PE in primary school. A mixed-mode

methodology was used to obtain quantitative and qualitative

data via the administration of a questionnaire to obtain a

detailed understanding of issues. The results indicated

overwhelmingly that the participants believed PE should be

compulsory in all primary schools; it should be addressed on a

daily basis and that although they would prefer it to be

performed by a specialist PE teacher they felt confident

enough to conduct a structured lesson that meet the needs of

the student.

ii

Introduction:

Being a lover of sports and physical activities, I would

always be an advocate for compulsory PE within primary school.

This combined with the comment that ‘competitive sports would

be compulsory in all schools’ (Cameron 2012 as cited in the

Guardian News Papers) by England’s Prime Minister, following

the London Olympics; and the fact that, recommendations to the

Australian Curriculum, Assessment and Reporting Authority

(ACARA) by the ‘The Future of Sport in Australia’ (2008)

committee, PE within all Australian schools will be

compulsory. This means that teachers will be accountable to

meet the standards set by ACARA, similar to set criteria for

what has always been seen as the core academic subjects of

numeracy and literacy.

With this in mind I was curious to explore an old saying; “You

can lead a horse to water but you can’t make it drink;” and in

this case, by making PE compulsory, will all teachers see the

benefit of PE in the new curriculum; or will they see it as an

infringement on time for the more traditional learning areas

of numeracy and literacy.

This research project will examine the attitudes not only of a

number of current in-service teachers but also pre-service

teachers, who were asked to complete a questionnaire for a

survey regarding their own values, attitudes to physical

activity and having been put into a position that they must

teach it.

Matthew Gardiner Page 1

Literature Review:

‘Should physical education (PE) be compulsory in Junior

Primary and Primary School’

Currently the Australian government provides funding to all

states to deliver education; one of the conditions of this

funding was that physical education (PE) be a requirement in

all primary schools for a minimum of two hours per week.

Unfortunately there has never been any measurement of

delivery, nor mandatory and the responsibility left with the

local educational authorities. In essence, student

participation in PE was left up to the discretion of

individual schools and teachers. Following worldwide studies

as cited by Dollman et al (2006) indicated the PE time was in

a serious decline because of more time being dedicated to the

so called core learning areas of literacy and numeracy.

These same studies by Dollman et al (2006) highlighted that

physical activity in schools has a positive influence on

concentration, learning and academic success. The research

indicated that PE time was unrelated to the average academic

achievement and that there was no evidence that schools with

relatively high PE time were disadvantaging their students in

the traditional subjects of literacy and numeracy; therefore

very much challenging the popular view that PE should be

reduced to accommodate the demands of more vocationally-

oriented learning areas.

In two similar studies in the United States, conducted by

Carlson et al (2007) and Chomitz et al (2008), PE time and

academic results in numeracy and literacy were compared. In


this research study there was a significant positive

connection between fitness and academic achievement; although

they were unable to say why, they did put forward a number of

possible reasons. One could conclude from these studies, that

there is no legitimate reason to limit PE time where concerns

are raised that it was cutting into an already crowded

curriculum and may affect results in the core subjects of

numeracy and literacy.

Results from 2007 – 2008 National Health Survey indicated that

almost twenty-five percent of Australian children were

overweight. Studies also suggest that the long term

consequence of childhood obesity is its persistence into

adulthood. (Braddon et al 1986; Stark et al 1981; Power et al

1997; Clarke & Lauer 1993 and Freedman et al 2005). With the

early years of learning setting the foundations for future

learning, and the fact that children spend an abundance of

time in school this appears to be the prime time to support

and promote a healthy lifestyle.

Research studies in this area were less conclusive than

comparing PE time and academic achievement; with a study

conducted by Telama et al (2005) over a twenty-one year period

that only indicated that PE at a young age only increased the

likelihood of a student being active in adulthood and that the

level of adult physical activity does not depend on the type

of physical activity done in childhood.

In an Australian study by Venn et al (2007) it looked at the

correlation between obese children through to adulthood over a

seventeen year period. This study confirmed the predications


of the National Health Survey that childhood obesity was a

strong predictive of obesity in early adulthood. What Venn’s

study did highlight was that most obese young adults were not

obese children and that the period from adolescence to

adulthood is associated with major life-stage transitions and

should be an important public health priority.

Methodology:

Participants

Data was collected from 25 in-service and pre-service

teachers. The pre-service teacher sample consisted of students

studying for their Bachelor of Education (Junior

Primary/Primary). The in-service teachers were from the Glen

Osmond Primary School, Highgate Primary school and Rostrevor

College; the two public schools were selected as I had

completed placements at both and believed they supported the

development of pre-service teachers through their association

with the University of South Australia (Unisa); while the

private school was selected as I had completed my education

there and believed they would assist in my research project.

In all, 68 questionnaire packages were delivered to the school

principals to distribute to teachers. These questionnaire

packages included an introductory letter to the principal and

the questionnaires with instructions on how to complete for

teachers. (See Appendix 1). For the pre-service teachers,

permission was given by the Course co-ordinator for students

to complete during a class lecture. (See Appendix 2) The

questionnaires were not compulsory and names were not required

to be added for reasons of anonymity and confidentiality.


Of the 68 questionnaires forwarded to teachers I received

completed surveys from 7 teachers, a return of 10 percent.

Return rates for the pre-service teachers were much higher

with 85 percent returning the completed survey. This extremely

high return rate could possibly be an attribute to a sense of

loyalty in helping a fellow student or being a ‘captive

audience.’

The sample consisted of 84% females and 16% males, this

appears consistent representation of the gender bias inherent

in primary school settings as outlined by Smith (1999) who

revealed only 22.5% of teachers in Australian primary schools

were male. The medium age category for teachers was 41 – 45

years, with an average of 23 years experience teaching; while

the pre-service teachers ranged between 21 – 25 yrs.

Method

Quantitative and qualitative data was collected from all

participants via the administration of a questionnaire to

obtain a detailed understanding of issues. This method was

chosen as it was believed that the combination of the two

methods would increase support in the validity of the

quantitative data. Another reason for using this method was

that it was relatively easy to set up and manage and I was

quickly able to collate and analyse the data. (O’Toole &

Beckett, 2010) The questionnaire was developed in two

sections, titled ‘Background Information;’ this section

consisted mainly of qualitative open ended questions which

allowed more detailed insight into their feelings, attitudes

and values in relation to PE. While the second section, titled


‘Teaching Preferences and Practices’ consisted of a 9 item

instrument for in-service teachers and an 11 item for pre-

service teachers, that employed a 6 point Likert-type scale

ranging from 1 (strongly disagree) to 6 (strongly agree). The

6 point scale was used because the even number generated

greater scale reliability as outlined by Bourke and Frampton.

(1992). A simple univariate analysis was used to screen the

quantitative data. As the cohort was relatively small the

qualitative data was noted as either having a positive or

negative attitude towards compulsory PE in primary schools.

Results

The first section of the questionnaire required the cohort to

reflect on their own personal approach to an active lifestyle;

who was responsible for the delivery of the PE program; (in

the case of the pre-service teachers, they were required to

identify who was responsible for the PE program during their

placements) and finally to identify if they supported

compulsory PE and the reasons behind their decision. Without

exception the entire cohort identified that they were an

‘active’ person; the levels of activity did vary with the

minimum walking three times a week, through to being active in

some form on a daily basis. Activities varied from competitive

sports to regular gym sessions. I wanted to explore this area

to identify any correlation between participants that were not

an active person and if they had any negative attitudes to

compulsory PE; fortunately there were none. Responsibility to

provide a PE program to students within the teacher cohort


were all provided by a specialist PE teacher; however all in-

service teachers outlined that they also provided daily

fitness activities which ranged from 15 – 30 minutes. Pre-

service teachers indicated that 38% of the responsibility of a

PE program rested on the classroom teacher, while the rest

highlighted a similar approach to the in-service teachers with

a mix of daily teacher fitness activities and a formal PE

lesson with a specialist teacher. Of all participants, 94%

supported compulsory PE, citing such reasons as ‘health

benefits;’ ‘instilling a healthy lifestyle’ and awareness of a

‘healthy lifestyle and the increase in child obesity.’ Of the

6% (1) against compulsory PE, they cited that not every child

was co-ordinated or competitive and if forced into sport it

could build resentment, self doubt and they could be bullied

by other students. Having highlighted this, the participant

later indicated that all students should have PE on a daily

basis and for at least 30 minutes a day.

When addressing the teacher’s preferred ‘teaching preferences

and practices’ in relation to PE, a 100% preferred to involve

a specialist PE teacher at some level; with 57% preferring PE

to be taking on a full-time basis by a specialist teacher. A

100% of this cohort also indicated that a specialist PE

teacher should be employed in all primary schools either at a

full or part-time level. A very similar stance was taken by

74% the pre-service teachers, indicating they would prefer

some full or part-time PE specialist involved in their future

classes.


Similar to supporting compulsory PE, 94% of the cohort

indicated PE should be a daily occurrence while the other 16%

(1) believed it should be for a maximum of 120 minutes a week.

The amount of time participants should be involved in PE

activities varied; with 61% wanting to allocate at least 30

minutes a day; 28% wanting 60 minutes a day and 11% only

wishing for between 120 – 150 minutes a week.

Using the Likert-type scale participants were questioned in

relation to what are or should be a school’s policy in

relation to PE eg. Student needs, learning experiences and

emphasis; their knowledge of the proposed implementation of

the Health and Physical Education strand developed by ACARA

and finally their own confidence in conducting PE lessons or

requiring further training (in-service) or incorporated in

university studies (pre-service teachers). The following is

an overview of all participants, that on average 87% agreed,

(which varied from agreed slightly too strongly agreed) to the

following statements;

That schools should have formal policies relating to PE

Schools should clearly allocate curriculum time for PE

The student needs should be addressed when planning PE

PE learning experiences should engage student interest

and provide appropriate challenges

More emphasis should be placed on PE time

In the following set of statements an overall average of 91%o

of the participants agreed (which varied from agreed slightly

too strongly agreed) to;


That they were confident in conducting their own PE

classes

That there PE lessons are or will be structured and met

student needs

They feel PE is an important part of the learning

environment

That they would like further and regular training in

relation to PE activities.

Additionally, 94% of the pre-service teachers indicated that

they would like University Studies to include compulsory

subjects that relate to PE.

Finally, in relation to the participants being informed of the

proposed implementation of the Health and Physical Education

strand developed by ACARA, 86% of the in-service teachers

disagreed, ranging from slightly too strongly disagreeing with

the issue of being properly informed of its implementation.

For pre-service teachers this was only 55%, which is probably

understandable considering they are currently in a learning

environment that is focusing on teachers meeting and

understanding this new framework of assessment.

Discussion

The greater majority of teachers and pre-service teachers

support compulsory PE, identifying the benefits it offers

students not only for building a foundation for a continued

healthy lifestyle but also in its fight against childhood

obesity. This study also highlighted the overwhelming support

for PE on a daily basis and that current and future teachers


believed PE to be an important component of the primary school

curriculum. A common theme that the study showed was that the

although the majority of participants supported a specialist

primary school PE teacher, either full or part-time; the

respondents were confident in delivering PE lessons that were

structured and meeting the needs of students if required. It

is also evident that as confident as all the participants were

in delivering PE requirements they still requested greater

support in relation to further in-service training and on-

going training in the area of physical activities.

A surprising and concerning finding of the study was the lack

of knowledge, more so by the in-service teachers, of the

implementation of the Health and Physical Education strand

developed by ACARA. This is surprising considering that

according to ACARA’s proposed draft timeline, this new strand

of education has completed passing the curriculum shaping,

consultation stages and is currently in the curriculum

development stage. This paper (Health and Physical Education

Draft) is expected to have its final review and approval by

August 2013; and with that in mind I wonder why an important

issue like this has not come to the attention of the very

people who are to administer its implementation. A possible

concerning future factor in relation to this study could be

that the requirements to meet the ACARA standards, in relation

to additional required assessment (paperwork) could very much

weaken the enthusiasm and positive attitude of that currently

exists for PE in primary schools.


Limitations

I have outlined why particular schools were selected to

participate but teacher participation was also conditional

upon principal consent being given and in relation to the Glen

Osmond Primary school the principal decided on behalf of the

staff that it didn’t fit in with their timeframe and I

received no responses from that school.

Also, reflecting back on my questionnaires I needed to get a

greater understanding of where the teachers saw PE (ranked)

compared to the core subjects of literacy and numeracy.

Conclusion

It would appear that my introductory statement of ‘you can

lead a horse to water, but can’t make it drink’ is currently

unfounded in relation to teachers and pre-service teacher’s

attitudes and values to PE within the curriculum; as they have

overwhelmingly agreed that PE should be compulsory; have a

positive attitude to its introduction into the curriculum and

value its importance. This study has been very encouraging

for me to discover that many other teachers and pre-service

teachers see the value of PE in the curriculum. However, I

feel authorities need to address the concerning lack of

knowledge that in-service teachers and to a lesser degree the

pre-service teachers have about the actual introduction of

this new strand of education.


References:

Australian Curriculum, Assessment and Reporting Authority(ACARA) www.acara.edu.au

Bourke, S & Frampton, J (1992). Assessing the quality of school life: Some technical considerations. Paper presented atthe annual conference of Australian Association for Research in Education, Melbourne, Victoria.

Braddon, F., Rodgers, B., Wadsworth, M. and Davies, J (1986) ‘Onset of obesity in a 36 year birth cohort study’ (British Medical Journal 1986; 293)

Carlson, S., Fulton, J., Lee, S., Maynard, M., Brown, D.,Kohl, H. and Dietz, W. (2007) ‘Physical Education and AcademicAchievement in Elementary School: Data From the EarlyChildhood Longitudinal Study’ (American Journal of PublicHealth. April 2008, Vol 98, No. 4)

David Cameron backs compulsory competitive sports for primary... www.guardian.co.uk › News › Education › School sports

Clarke, W. and Lauer, R. (1993) ‘Does childhood obesity trackinto adulthood?’ (Critical Reviews in Food Science andNutrition)

Chomitz, V., Slinning, M., McGowan, R., Mitchell, S., Dawson,G. and Hacker, K. (2008) ‘Is There a Relationship BetweenPhysical Fitness and Academic Achievement? Positive ResultsFrom Public School Children in the North-eastern United


https://www.google.com.au/url?url=http://www.guardian.co.uk/education/school-sports&rct=j&sa=X&ei=-jmnUNv0HZHJrQe2mICwBw&ved=0CCIQ6QUoAjAA&q=Cameron+2012+as+cited+in+the+Guardian+News+Papers+compulsory+sport+in+primary+school&usg=AFQjCNFBQuBl2lroVE9kbt2U94SMnoavxA

https://www.google.com.au/url?url=http://www.guardian.co.uk/education&rct=j&sa=X&ei=-jmnUNv0HZHJrQe2mICwBw&ved=0CCEQ6QUoATAA&q=Cameron+2012+as+cited+in+the+Guardian+News+Papers+compulsory+sport+in+primary+school&usg=AFQjCNH-ZviJwWmlHPgvuiL-9Pl2mrCClg

https://www.google.com.au/url?url=http://www.guardiannews.com/uk-home&rct=j&sa=X&ei=-jmnUNv0HZHJrQe2mICwBw&ved=0CCAQ6QUoADAA&q=Cameron+2012+as+cited+in+the+Guardian+News+Papers+compulsory+sport+in+primary+school&usg=AFQjCNGQBV0IL-gTykJa3p_j2a_uqXWq1A

States’ (Journal of School Health, January 2009, Vol. 79, No.1)

Dollman, J., Boshoff, K. and Dodd, G (2006) ‘The relationshipbetween curriculum time for physical education and literacyand numeracy standards in South Australian primary schools’European Physical Education Review 12 (2)

Freedman, D., Khan, L. and Serdula, M. (2005) ‘The relationship of childhood BMI to adult adiposity: The BogalusaHeart Study’ (Pediatrics 2005, Vol 115)

O’Toole, J & Beckett, D 2010, Educational research: creative thinking and doing, Oxford University Press, South Melbourne

Power, C., Lake, J. and Cole, T.(1997) Body mass index and height from childhood to adulthood in the 1958 British born cohort’ (American Journal of Clinical Nutrition 1997, Vol 66)

Smith, J (1999) We need more males in primary teacher education! Or do we? (Paper presented at the annual conferenceof Australian Association for Research in Education, Melbourne, Victoria.

Stark, O., Atkins, E., Wolff, O. and Douglas, J.(1981) ‘Longitudinal study of obesity in the National Survey of Health and Development’ (British Medical Journal 1981 Vol. 283)

Telama, R., Yang, X., Viikari,J., Valimaki, I., Wanne, O. and Raitakari, O. (2005) ‘Physical Activity from Childhood to Adulthood: A 21 Year Tracking Study. (American Journal of Preventive Medicine. 2005, Vol 28, No. 3)

‘The Future of Sport in Australia’ (2008) Viewed 8th September 2012 (www.health.gov.au/internet/main/publishing.../Crawford_Report.pdf)


Venn, A., Thomson, R., Schmidt, M., Cleland, V., Curry, B., Gennat, H. and Dwyer, T. ‘Overweight and obesity from childhood to adulthood: a follow-up of participants in the 1985 Australian Schools Health and Fitness Survey’ (Medical Journal of Australia. Vol 186, No. 9)


Appendix 1Teacher Questionnaire: Compulsory Physical Education (PE) in Primary

Schools.

Instructions: You are invited to participate in a small inquiry project that

will investigate teachers’ attitudes towards PE and sports in general; attitude towards compulsory PE and if you believe youhave sufficient training to fulfill the requirements of this proposed new learning area within ACARA and finally to identify the possible needs to deliver a quality PE program.

As such, please answer all questions honestly. The information that is provided will be confidential to the researchers. Data results are only published as part of a student assignment.

This project has been approved by the University of South Australia’s Human Research Ethics Committee. If you have any ethical concerns about the project or questions about your rights as a participant please contact the Executive Office ofthis Committee, Tel: 8302 3118; Email Vicki.Allen @unisa.edu.au

This questionnaire is not compulsory, but should only take about 10 minutes; those completing it can leave them in the marked ‘Survey’ envelope in administration area by 19th October.

Participants will be provided with either a copy of the final research report or summary of the research findings if requested.

Background Information1. Gender: Male Female (Please Circle)2. Age: 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51+ 3. Years of teaching experience: …………..4. What grade(s) are you currently teaching?.......................5. Are you an ‘active’ person and how many times a week are you ‘physically active’ eg. once a week, three times a week, (can be indicated as a length of time per week)and what type of activity does itconsist of? ........................................................................................................................................................................................................................................................................................................................………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


6. Please describe your current school PE context by indicating who is responsible for the delivery of PE programs (ie classroom teacher, part-time specialist, external provider, etc)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………7. Do you support compulsory PE? Yes No (Please Circle)Why?.............................................................................................................................................................................................................................................................................................................

Teaching Preferences and Practices1. Would you prefer a PE specialist to take your class? (please tick)Yes – Full-time basis

Yes – Part-time basis

Yes – Occasional Consultative Basis No

2. Would you prefer all primary schools to employ PE specialists?(Please tick)

Yes – Full-time basis



3. Do you believe primary school students should have PE time on a dailybasis?

YES NO (Please Circle)4. What would you consider to be an appropriate amount of time allocatedto PE each week?(please responded in total minutes per week)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………5. Are you aware of the requirements and proposals of the new ACARA ‘Health and Physical Education’ program?

Yes Some No6 . Please indicate the degree to which you agree or disagree with the following statements;

1. Strongly Disagree 4. Agree slightly2. Disagree 5. Agree3. Disagree Slightly 6. Strongly Agree

The school has formal policies relating to PE

1 2 3 4 5 6

The school clearly outlines allocationof curriculum time for PE

1 2 3 4 5 6


Students needs are considered when planning PE

1 2 3 4 5 6

Learning experiences selected in PE engage student interest and provide appropriate challenges

1 2 3 4 5 6

More emphasis should be placed on PE time within the school

1 2 3 4 5 6

I have been informed of the proposed implementation of the Health and Physical Education strand developed byACARA

1 2 3 4 5 6

I feel confident when conducting PE lessons

1 2 3 4 5 6

My PE lessons are structured and meet students needs

1 2 3 4 5 6

I would like further and regular training in relation to PE activities to meet student needs

1 2 3 4 5 6

7. Is there anything else you would like to add to help me understand your experiences in PE as a teacher?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thank you for your participation.

Matt Gardiner


Appendix 2Pre Service Teacher Questionnaire: Compulsory Physical Education (PE) in

Primary Schools.Instructions:

You are invited to participate in a small inquiry project thatwill investigate pre-service teachers’ attitudes towards PE and sports in general; attitude towards compulsory PE and if you believe you have sufficient training to fulfill the requirements of this proposed new learning area within ACARA and finally to identify the possible needs to deliver a quality PE program.

As such, please answer all questions honestly. The information that is provided will be confidential to the researchers. Data results are only published as part of a student assignment.

This project has been approved by the University of South Australia’s Human Research Ethics Committee. If you have any ethical concerns about the project or questions about your rights as a participant please contact the Executive Office ofthis Committee, Tel: 8302 3118; Email Vicki.Allen @unisa.edu.au

This questionnaire is not compulsory, but should only take about 10 minutes; those completing it can leave them in the marked ‘Survey’ envelope during the class lecture or seminar.

Participants will be provided with either a copy of the final research report or summary of the research findings if requested.

Background Information1. Gender: Male Female (Please Circle)2. Age: 21 – 25 26 – 30 31 – 35 36 – 40 41 – 45 46 – 50 51+ 3. What year study are you currently completing: …………..4. Are you an ‘active’ person and how many times a week are you ‘physically active’ eg. once a week, three times a week, (can be indicated as a length of time per week)and what type of activity does itconsist of? ........................................................................................................................................................................................................................................................................................................................………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………5. During your most recent placement what was the school’s PE context byindicating who is responsible for the delivery of PE programs (ie classroom teacher, part-time specialist, external provider, etc)


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………6. Do you support compulsory PE? Yes No (Please Circle)Why?.............................................................................................................................................................................................................................................................................................................

Teaching Preferences and Practices1. Would you prefer a PE specialist to take your class? (please tick)Yes – Full-time basis



2. Would you prefer all primary schools to employ PE specialists?(Please tick)

Yes – Full-time basis



3. Do you believe primary school students should have PE time on a dailybasis?

YES NO (Please Circle)4. What would you consider to be an appropriate amount of time allocatedto PE each week?(please responded in total minutes per week)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………5. Are you aware of the requirements and proposals of the new ACARA ‘Health and Physical Education’ program?

Yes Some No6 . Please indicate the degree to which you agree or disagree with the following statements;

1. Strongly Disagree 4. Agree slightly2. Disagree 5. Agree3. Disagree Slightly 6. Strongly Agree

Schools should have formal policies relating to PE

1 2 3 4 5 6

Schools should clearly outline allocation of curriculum time for PE

1 2 3 4 5 6

Students needs should be considered when planning PE

1 2 3 4 5 6


Learning experiences selected in PE should engage student interest and provide appropriate challenges

1 2 3 4 5 6

More emphasis should be placed on PE time within the schools

1 2 3 4 5 6

I have been informed of the proposed implementation of the Health and Physical Education strand developed byACARA

1 2 3 4 5 6

I believe that I will have the confidence to conduct PE lessons from my studies within the University

1 2 3 4 5 6

I would like to see my University Studies contain compulsory subjects that relate to PE

1 2 3 4 5 6

My PE lessons will be structured and meet student needs

1 2 3 4 5 6

I would like further and regular training in relation to PE activities to meet student needs

1 2 3 4 5 6

I see PE as an important part of the learning environment

1 2 34 5 6

7. Is there anything else you would like to add, to help me understand your future experiences in PE as a teacher?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Thank you for your participation.

Matt Gardiner


Intro to Research Research Report Final Repaired

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