Background/Purpose At the center of the district wide model systemic success in PE (SSPE) identified by Prusak, Pennington, Vincent-Graser, Beighle, and Morgan (2010) is quality PE. Quality PE in the SSPE model is defined by NASPE (2003). This study examined elementary children's attitudes and behaviors of PE after experiencing the SSPE model for three consecutive years in the district.
Method This study employed a mixed methods approach. Student perceptions (n=277) of (a) enjoyment and (b) usefulness of PE were assessed by the 20-item, six sub-scale survey validated for use with this population (Subramaniam & Silverman, 2000). Focus group interviews were conducted to further access student perceptions of their PE experience in the district. A representative sampling, four schools, of the districts demographics participated.
Analysis/Results Survey data were analyzed using descriptive statistics. Scores for all six sub-scales were calculated by averaging respective scale items. Data were also analyzed for within-group and between-group differences and post-hoc analysis were performed. Interview data were transcribed and analyzed using the constant comparative method. Results identified three student-originated themes and valuable insights that may broaden the definition of quality PE. Students defined quality PE as enjoyable and useful when it (a) provided a fun, social, learning environment and activities, (b) made an impact on healthy behaviors and knowledge, and (c) consisted of well managed classes with engaging teachers.
Conclusions Future studies examining student perceptions of what professionals consider quality PE is recommended. Furthermore, children's voices ought to be considered when district wide elementary PE is being revised and assessed.
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