Physical Education Teachers’ Embracement of Alternative Environment Activities

in Journal of Teaching in Physical Education
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Background and Purpose: Despite widespread evidence suggesting the numerous benefits from being active in outdoor environments, children in many Western nations have recently been spending less time outdoors. This cross-sectional exploratory study provides a descriptive examination of physical education teachers’ embracement of alternative environment activities (AEAs) in physical education programs. Method: Data were collected from 225 current physical education teachers in Alberta and Manitoba, Canada, through an online survey. Data were analyzed using descriptive statistics, factor analysis, Levene’s tests, and independent t tests. Results: Significant differences were found in relation to teachers’ experiences, or lack thereof, with professional development in relation to the extent to which teachers embraced AEAs. Furthermore, cost was discovered to be the greatest perceived barrier to teaching AEAs. Discussion and Conclusions: This study reveals an established need for teachers’ professional development in teaching AEAs and for discovering ways to decrease cost barriers for teaching AEAs.

Hall is with the Faculty of Education and Faculty of Kinesiology, University of Winnipeg, Winnipeg, MB, Canada. Bradford is with the Faculty of Education, Concordia University of Edmonton, Edmonton, AB, Canada. da Costa is with the Faculty of Education, University of Alberta, Edmonton, AB, Canada. Robinson is with the Faculty of Education, St. Francis Xavier University, Antigonish, NS, Canada.

Hall (na.hall@uwinnipeg.ca) is corresponding author.
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