“I’d Rather Chew on Aluminum Foil:” Overcoming Classroom Teachers’ Resistance to Teaching Physical Education

in Journal of Teaching in Physical Education
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Classroom teachers’ responses to a 2-year professional development program are presented. Sixteen 4th- and 5th-grade teachers involved in Project SPARK completed structured interviews, questionnaires, and written evaluations of program sessions. Although in Year 1 more than half of the teachers expressed concerns about schedules and equipment management, results indicated that the program helped increase their self-confidence when teaching physical education. Participants believed that students benefitted from their enhanced knowledge and instructional behaviors. Program components most appreciated included: the input received and responsiveness of the design team; opportunities to collaborate, discuss concerns, and problem-solve with each other and the facilitators; and having on-site and large-group-session modeling. Results indicated that the teachers were less enthusiastic about a self-management curriculum due to its behavioral emphasis, yet supported the assertion that an ongoing, supportive professional development program can substantially improve classroom teachers’ physical education programs.

Nell Faucette is with the School of PE, Wellness and Sports Studies, PED 214, Univ. of South Florida, Tampa, FL 33620; Peg Nugent is with the Dept. of xxxxxxx, Argosy University, xxxxxxxxxxxxx; James Sallis and Thomas McKenzie are with the Dept. of xxxxx, San Diego State Univ., San Diego, CA 95192.

Journal of Teaching in Physical Education
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