The purpose of this dissertation study was to conduct an exploratory content analysis on conceptually-based physical education (CPE) courses available to students in randomized baccalaureate degree-offering colleges and universities located in the Southeastern United States. From a randomized sample of 56 institutions, each was screened to determine whether physical education (PE) and CPE courses were offered and/or required, followed by a closer examination of the CPE courses. It was hypothesized that all of the CPE courses would share many commonalities, as would their components, description and objectives, curriculum, and coursework/evaluation after content analysis. Secondary hypotheses were included that predicted the likely existence of PE general education requirements, and offering of CPE at each institution.
Method:
Preliminary research indicated that 41 of the 56 screened institutions offered CPE courses. A request was made to the Chair for the PE-related department of each of these institutions for their CPE course information including a course syllabus and schedule of topics to be covered.
Among the data collected, the course content analysis criteria dependent variables examined were separated into the following sections: components, description and objectives, curriculum, and evaluation. The data was then compared to primarily standards provided by the Centers for Disease Control and Prevention, American College of Sports Medicine.
Analysis/Results:
Descriptive statistics indicated that many of the course content criteria dependent variables scored 50% or higher, which indicated shared commonalities and characteristics among all of the CPE courses. The inclusion of PE in general education requirements was demonstrated in 71% of the randomized institutions, 52% specifically had a CPE requirement, and a CPE course offering was found in 73% of the institutions.
Conclusions:
The results suggest the generalization that most CPE courses are grounded by research and driven by theory, with clearly stated health goals and behavioral outcomes; last the duration of a semester and include regular PA; focus on physical health-related curriculum topics; and base evaluation on primarily exams and quizzes, and self-improvement coursework. PE/CPE is an important component of higher education, with the majority of these baccalaureate degree-offering institutions including PE in their general education requirements. In addition, most of these institutions offered CPE, with nearly half specifically requiring a CPE course. Such programming combining classroom concepts and regular PA in a laboratory setting can encourage active, healthy lifestyles in students enrolled in the course, as well as combatting physical inactivity among this population of vulnerable young adults.