An Examination of Physical Education Data Sources and Collection Procedures During a Federally Funded Grant

in Journal of Teaching in Physical Education
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  • 1 University of Northern Colorado
  • | 2 University of Texas at Austin
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Purpose: This study aimed to conduct an in-depth investigation into physical education data sources and collection procedures in a district that was awarded a Physical Education Program (PEP) grant. Method: A qualitative, multi-site case study was conducted in which a single school district was the overarching case and eight schools served as embedded cases. Results: Findings indicated that physical education teachers collected substantial amounts of data related to physical activity, fitness, and nutritional behaviors as required by the PEP grant. Data related to other physical education standards, but not required by the grant, were not collected. Evidence indicated that the data collection/management process was time-consuming and teachers had concerns over data quality. Conclusion: Federal grant requirements have substantial influence on the types of data collected in physical education and should be reviewed to ensure alignment with standards and best practices in the field. Effective strategies are needed to reduce the amount of time teachers spend on data collection and to ensure data quality.

Dauenhauer is with the School of Sport and Exercise Science, University of Northern Colorado, Greeley, CO. Keating is with the Department of Curriculum and Instruction, University of Texas at Austin, Austin, TX. Lambdin is with the Department of Kinesiology and Health Education, University of Texas at Austin, Austin, TX.

Address author correspondence to Brian D. Dauenhauer at brian.dauenhauer@unco.edu.
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