Background/Purpose: This study was informed by the body of knowledge on teachers' fidelity of curricular implementation (e.g., O'Donnell, 2008), as well as the health promotion literature. With the rising number of overweight children in America's schools, PE programs are often looked to as intervention sites to remedy the current obesity epidemic. Therefore, it has become increasingly important to measure students' physical activity (PA) levels in PE programs when teachers use a particular curriculum model. In this study students' PA levels were measured in classes where the Dynamic Physical Education (DPE) curricular model was used in districts with high or low levels of professional development support.
Method: Participants were 20 Physical Education teachers (10 high support/10 low support) using DPE and their students. Data were collected using mixed methods including field notes and the direct observation instrument; System for Observing Fitness Instruction Time (SOFIT; McKenzie et al., 2001).
Analysis/Results: Descriptive statistics and t-tests were run to investigate differences between teacher support groups. Students were often standing (40%) and 30% of class time was spent in MVPA; teachers were frequently promoting PA both within (50%) and outside (50%) of PE and the school day. T-test results indicated that students' PA levels were similar between teachers in districts with high and low support.
Conclusions: Although the PA levels did not meet the national standard of 50% of PE class time; teachers were promoting PA often throughout the lessons and this may be one of the most critical outcomes of PE programs.