©2009
Philip Fontenot
ALL RIGHTS RESERVED
ii
PHYSICAL EDUCATION AND ITS IMPORTANCE AT THE ELEMENTARY
SCHOOL LEVEL – PARENTS’ PERSPECTIVES
A Thesis
by
Philip L. Fontenot
Approved by:
______________________________________, Committee Chair
Lindy Valdez, Ed.D.
______________________________________, Second Reader
Daryl Parker, Ph.D.
____________________________
Date
iii
Student: Philip L. Fontenot
I certify that this student has met the requirements for format contained in the University
format manual, and that this thesis is suitable for shelving in the Library and credit is to
be awarded for the thesis.
__________________________, Graduate Coordinator
Daryl Parker, Ph.D.
Department of Kinesiology & Health Science
iv
___________________
Date
Abstract
of
PHYSICAL EDUCATION AND ITS IMPORTANCE AT THE ELEMENTARY
SCHOOL LEVEL – PARENTS’ PERSPECTIVES
by
Philip L. Fontenot
The purpose of this study is to examine parents’ perspectives on the importance
for physical education in elementary schools curriculum. By including physical education
in the curriculum it no longer is viewed as an elective or support subject for student.
Furthermore the inclusion of physical education in the curriculum helps address one of
the major issues facing youth, and the world today. That issue is obesity. Obesity and
lack of physical activity are two of the main causes of heart problems, diabetes,
osteoporosis, high blood pressure, stroke, and many other health risks.
Parents are the direct link to change within the education system through such
organizations as the schools local PTA. Parents can influence both educational policies
and the particular nature of the school attended by their offspring. By understanding the
perspective of parents on having physical education within the school curriculum, and
v
placing added importance on the need to keep student healthy and alert, student are
assured a more holistic approach to education and wellness.
_______________________, Committee Chair
Lindy Valdez, Ed.D.
_______________________,
Date
vi
ACKNOWLEDGEMENTS
Thanks first go to my parents, Clarence and Mary Fontenot. Without their love,
understanding and encouragement, none of this would have been possible. It would be
better if you were here in life to celebrate this moment with me, but feeling your presence
and knowing you are here in spirit means the world to me. Thank you Dr. Schmidlein for
getting me started on what was a tiresome process of finding a topic to present for my
thesis. It’s often said that people come into and out of you life for a reason, which
sometimes isn’t realized until later. For me that reason is realized, thank you for being
there. For Dr. Valdez, thank you cannot be said enough. You stuck with me throughout
the whole process of endless meetings, gathering the information, defenses of my thesis
and finalizing the process. Working with you made the process seem less tedious and
strenuous. Your support, feedback and encouragement are well appreciated. Thank you
Dr. Valdez for everything. Next an enormous thanks goes to my brother Clarence for
without him none of this would have been possible. You believed in me and provided me
with a new beginning to better my life and myself. Thank you “My Brother”. Also to the
other members of my family (Bertha, Kenny, Ronald, Ernest, Jenny, Keith, Kirk, and
Joycelyn) in Kenner, La. for whom without I would not have had the versatility and
adaptability to endure anything. Lastly, thank you does not go far enough for what needs
to be said to my friend, who was there when I wanted to stop and her silence gave me
strength to continue, my love who provided an ear when I needed it, and most of all my
wife, Katia, whose support through all the years of homework, research and thesis writing
vii
she endured and never questioned. You are and have been my strength, endurance and
motivation to life. I Love You My Friend, My Love, My Wife.
viii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS …………………………………………………………… vii
Chapter
1. INTRODUCTION ….....…………………………………………………………….…1
Statement of Purpose ……………………………………………………………. 3
Significance of Study………………….…………………………………………..3
Definition of Terms …….…………………….…………………………………..4
Delimitations .……………………………………………………………………..7
Limitations………………………………………………………………………...7
Assumptions ……………………………………………………………………... 7
Hypothesis ……………………………………………………………………….. 8
2. REVIEW OF LITERATURE .….........………………………………………………...9
Parental Involvement in Education …………………………………………….. 10
Parents’ Perspective ...…………………………………………………………...16
Physical Education Specialists..………………………………………….21
Health Concerns ………………………………………..…….………….24
Concerns About Overweight/obesity in Student Population.…….……...27
Physical Education and Academic Benefits …………………………….30
Summary ………………………………………………………………………...34
3. METHODS .…………....…………………………………………………………….37
Demographics …………………………………………………………………...38
ix
Participants ………………………………………………………………………39
Instrument ……………………………………………………………………….39
Procedures...…………………………………………………………….………..40
Data Analysis ….…………………………………………………………..…….41
4. RESULTS ……………………………………………………………………..……42
Analysis Statement 1 - Physical Education classes are a very important part
of the curriculum ……..……………………………....… 49
Analysis Statement 2 - Participation in physical activity is essential for a
quality life, regardless of sex and ethnic background …..56
Analysis Statement 3 - Good health throughout life is related to one’s level
of physical activity ……………………………………...61
Analysis Statement 4 - Physical education should be required at every level
of education ……………………………………………..66
Analysis Statement 5 - Physically active people are generally more mentally
alert than less active people ……………………………..72
Analysis Statement 6 - If there is a need to reduce the number of courses
offered in the school program, physical education
should be one of the courses dropped .…………...……..77
Analysis Statement 7 - Most students get all the exercise they need just doing
normal daily activity …………………………………….84
Analysis Statement 8 - Physical education classes are just as important as
academic classes ………………………………………..91
Analysis Statement 9 - Physical activity is of major importance to my
family’s life …………………………………………….96
Analysis Statement 10- Important objectives, such as development of
cardiovascular fitness, flexibility and strength, concepts
x
of fair play and working together, and development of
physical skills, are learned in physical education ..…...102
Analysis Statement 11- I feel that 100 minutes a week, 50 minutes twice a
week, is more than enough time for my child to spend
in physical education ..………………………………...108
Analysis Statement 12- Physical education, at the elementary school level,
can help build a foundation towards a lifestyle
health and fitness ...…………………………………....116
Analysis Statement 13- I am very knowledgeable of what my child is doing in
physical education ...…………………………………..121
Analysis Statement 14- More can be gained for my child if a qualified
physical education instructor, instead of a classroom
teacher, teaches them ...……………………………….128
Analysis Statement 15- On a scale of (1-5) how would you rate the following
subjects on their importance in your child’s’ curriculum
with (5) being the highest, or most important to (1)
being the lowest value or least important?.…….…......130
Analysis Statement 15 - English ...…..…………………………………………131
Analysis Statement 15 - History……………….………………..…………...…132
Analysis Statement 15 - Math .…………………………………………………133
Analysis Statement 15 - Physical Education ………………...…………….…..134
Analysis Statement 15 - Science …………………………………………….…135
Analysis Statement 15 – Gender.…………………………………...…………..136
Analysis Statement 15 - Age Group.………………………………………...…138
Chapter Summary ……………………………………………………………...138
5. DISCUSSION………………………………..………………..……………….…….141
Recommendation …………………………………………………………...….149
xi
Appendix A. Physical Education Questionnaire ...……………………………….……150
Appendix B. Parents Consent Form……………………………………………….…...154
Appendix C. Protection of Human Subjects ……………………………………….….156
Appendix D. Request to Conduct Research in the Sacramento City Unified
School District…...……………………..…………………………….….162
Appendix E. District Approval Letter..…………………………………………..….…166
References …………………………………………………………………………..….168
xii
LIST OF TABLES
Page
1.
Table 1 Gender - Physical education classes are a very important part of the
curriculum …...…………....…………………………………………..45
2.
Table 2 Chi-square tests/Gender.………………………………..……..………46
3.
Table 3 Age Groups - Physical education classes are a very important part of the
curriculum ..….………………...……………………….……………. 46
4.
Table 4 Chi-square tests/ Age group..………………………….………..……..49
5.
Table 5 Gender- Participation in physical activity is essential for a quality life,
regardless of sex and ethnic background …………….………..……...51
6.
Table 6 Chi-square tests/Gender.……………………………….….…….….…52
7.
Table 7 Age Groups - Participation in physical activity is essential for a quality
life, regardless of sex and ethnic background ….………………...…. 53
8.
Table 8 Chi-square tests/ Age group……..…………………….….…………..56
9.
Table 9 Gender- Good health throughout life is related to one’s level of physical
activity..…...………….……………………………………….………57
10.
Table 10 Chi-square tests/Gender …………………………………...……….58
11.
Table 11 Age Groups - Good health throughout life is related to one’s level of
physical activity……………………………………………..…….. 58
12.
Table 12 Chi-square tests/ Age group..…….………………..………………. 60
13.
Table 13 Gender - Physical education should be required at every level of
education ..…………….……………………..…..……………….. 62
14.
Table 14 Chi-square tests/Gender…….…………………...………...…….… 63
15.
Table 15 Age Groups - Physical education should be required at every level of
education ……………………...……..……………..…………….. 63
xiii
16.
Table 16 Chi-square tests/Age group .....…………………….…...…………. 66
17.
Table 17 Gender - Physically active people are generally more mentally alert
than less active people ……………...……………………...…….. 67
18.
Table 18 Chi-square tests/Gender …………….……………………..……… 68
19.
Table 19 Age Groups - Physically active people are generally more mentally
alert than less active people …………………….…………..……. 68
20.
Table 20 Chi-square tests/Age group ......…………….…………………..…..72
21.
Table 21 Gender - If there is a need to reduce the number of courses offered in
the school program, physical education should be one of the courses
dropped …………………………..……………………..……..…. 73
22.
Table 22 Chi-square tests/Gender …….…………………………….…….….74
23.
Table 23 Age Groups - If there is a need to reduce the number of courses
offered in the school program, physical education should be one of
the courses dropped .…………………………………………...…..74
24.
Table 24 Chi-square tests/Age group …...………………………………..…..77
25.
Table 25 Gender- Most students get all the exercise they need just doing
normal daily activity …...……..………….……………….……….78
26.
Table 26 Chi-Square tests/Gender ...………………………….……….…….80
27.
Table 27 Age Groups – Most students get all the exercise they need just doing
normal daily activity …….………………..………….……….…...80
28.
Table 28 Chi-square tests/Age group ....………………………….……..….. 84
29.
Table 29 Gender- Physical education classes are just as important as academic
classes …….……….…..…………………………………….…… 86
30.
Table 30 Chi-square tests/Gender …...…………………………….…….…. 87
31.
Table 31 Age Groups - Physical education classes are just as important as
academic classes ……………………………………….….….….. 87
32.
Table 32 Chi-square tests/Age group ...………………….………….…….... 91
xiv
33.
Table 33 Gender - Physical activity is of major importance to my family ‘s
life………………..…………………………………...….………. 92
34.
Table 34 Chi-square tests/Gender ...………………………………….…….. 93
35.
Table 35 Age Groups - Physical activity is of major importance to my
family‘s life ….…………………………………………….………93
36.
Table 36 Chi-square tests /Age group ……………………………….………96
37.
Table 37 Gender - Important objectives , such as development of
cardiovascular fitness, flexibility and strength, concepts of
fair play and working together, and development of
physical skills, are learned in physical education …..…………….97
38.
Table 38 Chi-square tests/Gender ……...…………………………….…….. 98
39.
Table 39 Age Groups – Important objectives , such as development of
cardiovascular fitness, flexibility and strength, concepts of fair play
and working together, and development of physical skills, are
learned in physical education .……………………………….……98
40.
Table 40 Chi-square tests/Age group ...……………………………….……102
41.
Table 41 Gender- I feel that 100 mins. a week, 50 mins. twice a week, is
more than enough time for my child to spend in physical
education ………………………………..…………………….…104
42.
Table 42 Chi-square tests/Gender ...………………………………………..105
43.
Table 43 Age Groups- I feel that 100 mins. a week, 50 mins. twice a week, is
more than enough time for my child to spend in physical
education ……………………………………………….…….….106
44.
Table 44 Chi-square tests/Age group ……….……………………………...108
45.
Table 45 Gender- Physical education at the elementary school level, can help
build a foundation towards a lifestyle of health & fitness………..110
46.
Table 46 Chi-square tests/Gender ……………...…………………………..112
47.
Table 47 Age Groups - Physical education at the elementary school level, can
help build a foundation towards a lifestyle of health fitness…......112
xv
48.
Table 48 Chi-square tests/Age group ...…………………………….………115
49.
Table 49 Gender- I am very knowledgeable of what my child is doing in
physical education …………...…………………………………...117
50.
Table 50 Chi-square tests/Gender …...……………………………………..118
51.
Table 51 Age Groups - I am very knowledgeable of what my child is doing in
physical education ……………………..………………………...118
52.
Table 52 Chi-square tests/Age group ...….…………………………………121
53.
Table 53 Gender- More can be gained for my child if a qualified physical
education instructors, instead of a classroom teacher, teaches
them …………………………………………………………..….123
54.
Table 54 Chi-square tests/Gender …………...……………………………..124
55.
Table 55 Age Groups - More can be gained for my child if a qualified
physical education instructors, instead of a classroom teacher,
teaches them ……………………………....…………………….. 125
56.
Table 56 Chi-square tests/Age group………………………………..……...128
Rate the Importance of Subjects in Curriculum
57.
Table 57 Descriptive Statistics…...……….…………………………...…....130
58.
Table 58 Rate the Importance English …..………………………………....131
59.
Table 59 Rate the Importance History …………….……………………….132
60.
Table 60 Rate the Importance Math ………..………………………………133
61.
Table 61 Rate the Importance Physical Education .………………………..134
62.
Table 62 Rate the Importance Science ..……………………………………135
63.
Table 63 Ranks/Gender………………………………………………....…..136
64.
Table 64 Ranks/Age group ……..………………………...………..……....137
xvi