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.
Brian D. Dauenhauer, Xiaofen D. Keating and Dolly Lambdin
Xiaofen Deng Keating, Louis Harrison, Li Chen, Ping Xiang, Dolly Lambdin, Brian Dauenhauer, Willy Rotich and Jose Castro Piñero
Although substantial inquiry has been made into fitness levels of students, there has been scant examination of knowledge in this domain. This article seeks to review and analyze research on student health-related fitness (HRF) knowledge mastery in K–16 programs by examining studies published in the literature. Two major results emerging from the work are misconceptions about fitness and the lack of an adequate amount of HRF knowledge among students at all educational levels (i.e., elementary, secondary, and college). These results were essentially the same as those found more than 20 years ago, indicating a persistent deficiency in fitness education. In addition, little is understood as to how HRF knowledge contributes to the establishment of lifetime physical activity patterns. Student HRF knowledge determinants as well as effective instructional strategies also need thorough study. Based on these findings, implications for improving student HRF knowledge through physical education are discussed, and recommendations for future research are included.