Background/Purpose: This study was part of a larger, multicomponent school-based intervention funded by the U.S. Department of Education Carol M. White Physical Education Program (PEP) grant. The project, titled CHOICES (Children’s Health Opportunities Involving Coordinated Efforts in Schools) was implemented in two middle schools located in an Appalachian state. The school component of CHOICES focused on:(a) physical education (PE) curriculum enhancements, (b) continuous professional development for PE teachers, (c) establishment of after school physical activity clubs, and (d) family and community involvement. The purpose of this study was to examine school students’ perceptions of and responses to the inclusion of culturally relevant units in the PE curriculum. Specifically, this study examined how less predisposed to be active (LPA) and more predisposed to be active (MPA) students perceived and responded to the inclusion of archery, mountain biking, and slacklining in PE.
Method: A mixed methods design was employed, in which the results of an initial quantitative phase served to identify LPA and MPA students to participate in a subsequent qualitative inquiry. In Phase One, two instruments were used to measure attraction to physical activity and perceived athletic competence of 116 middle school students. Potential participants for Phase Two were selected based on Phase One data analysis and results. In Phase Two, twelve focus groups were conducted with a combined total of 47 students (21LPA; 26 MPA) from one school yielding qualitative data.
Analysis/Results: An inductive content analysis (Miles & Huberman, 1994) along with the constant comparative method (Glaser & Strauss, 1967) was employed in this study. Three overarching themes emerged from both LPA and MPA focus groups’ data: (a) Expectations, (b) Engagement, and (c) New Perspectives of PE. Findings indicated that LPA and MPA participants had similar perceptions of and responses to the new units, with minor differences observed among LPA students. The three themes included a total of ten subthemes that depict students’ thoughts, engagement, and responses to new units. These subthemes were aligned with the influencing factors of physical activity in children and adolescents outlined by the Youth Physical Activity Promotion Model (Welk, 1999).
Conclusions: Findings from the study underlined the importance of including novel, culturally relevant content in middle school PE. It is recommended that school-based physical activity programs consider the influencing factors on youth physical activity and include content that is innovative, challenging, and relevant to the students, their community, and the culture in which they live.