Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/39935
- Title
- Physical education in primary schools: classroom teachers' perceptions of benefits and outcomes
- Author/Creator
-
Morgan, Philip J.;
Hansen, Vibeke
- Institution
- The University of Newcastle. Faculty of Education & Arts, School of Education
- Description
- Objective: The aim of the current study was to examine the perceptions of classroom teachers regarding the benefits and outcomes of their PE programs. Design: Cross-sectional. Setting: Thirty eight randomly selected primary schools in New South Wales (NSW), Australia. Method: A mixed-mode methodology was utilized, incorporating semi-structured interviews of 31 classroom teachers and questionnaire responses of 189 teachers from 38 randomly selected schools in NSW. Results: Results indicated teachers believed PE: (1) provides children with opportunities to improve fitness and be active to counter societal trends towards obesity and increased sedentary behaviours; (2) impacts positively on learning and behaviour in the classroom; (3) helps children to improve social skills and allows some children an opportunity to experience success in a unique learning environment. The teachers in the current study believed their programmes were only somewhat successful in achieving outcomes relating to physical activity, self-esteem, motor skills and fitness. Conclusion: Teachers believed PE was beneficial as a vehicle for physical activity and positively impacted on learning and behaviour in the classroom. However, the reasons provided for including PE in their daily programmes were reflected in the delivery of programmes of little educational value.
- Relation
- Health Education Journal Vol. 67, Issue 3, p. 196-207
- Publisher Link
- http://dx.doi.org/10.1177/0017896908094637
- Date
- 2008
- Publisher
- Sage Publications
- Keyword(s)
-
beliefs;
children;
fitness;
learning;
physical activity
- Resource Type
- journal article
- Identifier
- http://hdl.handle.net/1959.13/39935
- Identifier
- ISSN:0017-8969
- Reviewed
-
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