Students perceptions of high school Physical Education

Authors

  • Devin A. Beasley Fresno Pacific University - Division of Kinesiology

DOI:

https://doi.org/10.56980/jkw.v8i1.51

Keywords:

physical education, high school, physical activity, curriculum

Abstract

Quality physical education is significant to the growth, development, learning, and educational experience of students. High quality physical education is directed by Appropriate Instruction Guidelines for K-12 Physical Education (SHAPE America, 2009) and provides a framework for instruction which focuses on health education, fundamental motor skill development, self-confidence, promotes daily physical activity (PA), is associated with improved cognitive functioning (CA State Board of Education, 2005), and contributes to the quality of adult life. The purpose of this study was to identify how meaningful college freshman perceived their high school physical education experience to be. Using a Likert-Type survey tool, respondents rated their instruction from “Never” to “Always” aligning to the appropriate instructional guidelines. Interviews were conducted to supplement survey responses and provide additional understanding. Results were consistent with current literature, in which students rated their physical education experience low, selecting “Never” and “Rarely” more often than “Sometimes” “Often” or “Always.” Students also stated that their physical education experience did not contribute to their engagement in PA nor did they believe they learned anything. High school physical education instruction does not consistently adhere to instructional guidelines.

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Published

2020-03-04

How to Cite

Beasley, D. A. (2020). Students perceptions of high school Physical Education. Journal of Kinesiology & Wellness, 8(1), 1–12. https://doi.org/10.56980/jkw.v8i1.51

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