1
Chapter 1
INTRODUCTION
There exists a growing concern among parents, and educators, about health and
fitness issues of students while attending school (Veugelers & Fitzgerald, 2005).
Attitudes tend to differ among parents when it comes to physical and health education
issues. Furthermore, there has been hesitancy among parents to provide more time for
physical and health education even though they feel both are very important in their
child’s education. Edward and Poff (2008) also indicate that behaviors exhibited by
parents and guardians in the home heavily affect the behaviors of their children.
Even with the changing attitudes towards physical education in general, parents’
largely agreed that organized physical activity administered by qualified instructors is
beneficial for all student K-12. Within the Surgeon General’s report, Physical Activity
and Health (U.S. Department of Health and Human Services, 2009), information clearly
identifies the importance of physical activity to lifelong health. Research indicates that
physical activity enhances the brain function and produces many cognitive and
physiological benefits. Tremarche, Robinson, and Graham (2007) continue by saying
research has shown that exercise provides more oxygen-rich blood, which nourishes the
brain. More neurotransmitters are released, more endorphins are released, and more
neural networks are developed with movement.
Children’s motivation to participate in physical activity and skill development is
driven by two questions: Am I normal? And Am I getting better? Thomas, Thomas, and
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Williams (2008) explain that teachers who can lead children towards answering these two
questions positively, and also set challenging but attainable goals, will encourage
continued participation in physical activity like sport, dance, and games.
Murnan, J., Price, J.H., Telljohann, S.K, Dake, J.A., and Boardley, D. (2006)
maintain that the time allotted for physical education is far less than what has been
designated for health education and physical education classes. Morgan and Hansen
(2007) emphasize that inquiries drawn from the senate shows that physical education
classes were dramatically reduced throughout primary schools and that there was a lack
of commitment by politicians when addressing problems associated with provisions of
physical education. Furthermore, even though the senate panel recommended increased
time to be allocated for physical education, there has yet to be improvements in the
quantity of physical education programs. Chomitz, Slining, McGowan, Mitchell,
Dawson, and Hacker (2009) emphasize the point that given the pressure that educators
and policy makers are under to achieve academic standards for all students,
understanding the relationship of academic success to physical activity, fitness, and
curricular physical education, is important for allocating scarce resources in
implementing the right mix of policies and programs. Coe, Pivarnik, Womack, Reeves,
and Malina (2006) have concluded that when students received one hour of physical
education per day as opposed to the standard 100 minutes per week, students performed
better academically.
3
Statement of Purpose
The purpose of this study is to determine the parents’ perspective concerning
physical education within the elementary curriculum. Obtaining a parents perspective on
the issue of the importance of having physical education as part of the curriculum may
aid in getting legislation passed to ensure children’s health and wellness of life while
attending school. Physical education, when administered by qualified teachers, has shown
to be very beneficial for the health and well being of students as well as adults. Proper
and consistent physical training helps in a student’s concentration, focus, retention, and
recalling of information. To help slow the growing population of overweight/obesity
within the schools there has to be effective physical education programs designed and
instructed by qualified physical educators.
Significance of Study
This study will illustrate the views and the opinions of parents on the importance
of having a structured physical education program administered by qualified instructors
at their child’s school. The importance of having a viable physical education program at
all elementary schools is an urgent matter given the growing rate of overweight/obesity
within the primary, secondary and adult life of people within the U.S. and around the
world (Ebeling, Kantomaa, Taanila, & Tammelin, 2008). Overweight/obese issues have
become a monumental health problem in the United States and the world. Approximately
120 million American adults-about 65% of the population-are considered
overweight/obese (Edlin & Golanty, 2007). The problem grows increasing worse due to
the lack of support and importance placed on physical education within the education
4
curriculum. Furthermore, deciding not to make it a core rather than an elective or
supportive subject only decreases the weight of importance of physical education.
Educational policy has consistently encouraged schools to consider physical education as
a core subject because, physical education is recognized as the subject that is highly
relevant in addressing the health related issues associated with modern urban life (Johns,
2002). Physical education programs will ensure that the students continue to receive
health and fitness benefits that will improve academic proficiency and change educators,
administrators, and politician’s attitude, towards the necessity of continued and structured
physical education programs at all levels of academics.
Definition of Terms
Anatomy: is the science that studies the structure of the body.
Asthma: is a chronic (long-term) lung disease that inflames and narrows the airways.
Medline Plus. Retrieved Mar. 12, 2009 from: www.nhlbi.nih.gov/health/
dci/Diseases/Asthma/.html
Biomechanics: That area of study wherein the knowledge and methods of mechanics are
applied to the structure and function of the living human system (Krieghbaum &
Barthels, 1990)
BMI: The body mass index, or Quetelet index, is a statistical measurement which
compares a person's weight and height. Though it does not actually measure the
percentage of body fat, it is a useful tool to estimate a healthy body weight based
on how tall a person is. (McArdle, Katch, & Katch 1991)
5
Colon cancer: That part of the large intestine between the cecum and rectum that has
Become diseased. Mayo Clinic.com retrieved May 12, 2009 from:
http://www.mayoclinic.com/health/colon-cancer/DS00035
Exercise Physiology: A field of sports medicine that involves the study of the body's
response to physical stress; comprises the science of fitness, the preservation of
fitness, and the role of fitness in the prevention and treatment of disease.
(McArdle, Katch, & Katch 1991)
Hypertension: High blood pressure (Fox, 2002)
Kidney failure: The kidneys are a pair of organs located just behind the stomach. They
filter bacteria and extra salt and water from the body (American Family
Physician, 2003).
Kinesiology: also known as Human Kinetics, is the science of human movement. It
focuses on how the body functions and moves (Rasch, 1989)
Motor Development: Motor development is the development of action and coordination
of one's limbs, as well as the development of strength, posture control, balance,
and perceptual skills. Dictionary.com. Retrieved Mar 14, 2009 from:
http://dictionary.reference.com/browse/motor%20development&
Obesity: The definition of obesity varies depending on what one reads, but in general, it
is a chronic condition defined by an excess amount body fat. A certain amount of
body fat is necessary for storing energy, heat insulation, shock absorption, and
other functions. (Fox, 2002)
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Osteoporosis: When the body draws upon its calcium reserves to restore its deficits and
the imbalance is prolonged and the bone loses its mineral mass and progressively
becomes porous and brittle; it eventually breaks under normal everyday living
(McArdle, Katch, & Katch 1991).
Overweight: is often used interchangeable with pre-obese and is generally defined as
having more body fat than is optimally healthy. Being overweight is a common
condition, especially where food supplies are plentiful and lifestyles are sedentary
(McArdle, Katch, & Katch 1991).
Pedagogues: the science or profession of teaching (McArdle, Katch, & Katch 1991).
Psychological: an academic and applied discipline involving the scientific study
of human mental functions and behavior (Fox, 2002).
Physiological: This is the scientific study of biological function of how the body works,
from cell to tissue, tissue to organ, organ to system, and how the organism as a
whole accomplishes particular tasks essential for life (Fox, 2002)
Stroke: the rapidly developing loss of brain functions due to a disturbance in the blood
supply to the brain. This can be due to ischemia (lack of blood supply) caused by
thrombosis or embolism or due to a hemorrhage. As a result, the affected area of
the brain is unable to function, leading to inability to move one or more limbs on
one side of the body, inability to understand or formulate speech or inability to
see one side of the visual field (Merriam-Webster’s Collegiate Dictionary, 1993)
7
Type-2 Diabetes: Diabetes mellitus type-2 or type-2 diabetes (formerly called noninsulin-dependent diabetes mellitus (NIDDM), or adult-onset diabetes) is a
metabolic disorder that is characterized by high blood glucose in the context of
insulin resistance and relative insulin deficiency (American Family Physician,
2003).
Delimitations
1) Parents and guardians of the student are the only people being surveyed.
2) The survey will be taken in urban setting with parents’ of elementary school aged
children.
3) The survey only addressed physical education and not other subjects.
Limitations
1) The study will not take into account who, male or female, parent or guardian, filled
out the questionnaire once it was received.
2) The study will not control for randomization of which parent(s), male or female,
filled out the survey and which didn’t.
Assumptions
1) It is assumed that all participants will answer and return the surveys.
2) It is assumed that all participants will answer without bias.
3) It is assumed that all participants will take answering the survey seriously.
4) It is assumed that the parents will fill out the surveys, not their children.
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Hypothesis
1. Parents’ will generally respond with a positive attitude towards physical education and
physical activity in the elementary school curriculum.
2. There will be no significant difference in the opinion of parents who feel that 100
minutes a week, 50 minutes twice a week, is more than enough time for my child to
spend in physical education as opposed to increasing the time allotted.
3. There will be no significant difference in the way parents view physical education in
the elementary curriculum as compared to other academic subjects, i.e., math, science,
and literature.
4. There will be no significant difference in the way parents’ view a qualified physical
education instructor compared to a classroom teacher as it pertains to instructions given
to students to enhance fitness and health in their children.
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Chapter 2
REVIEW OF LITERATURE
Few studies have been done on parents’ perspective of their child’s elementary
physical education program and the need of the program within the curriculum. Parents’
often focus on what their child is learning in the classroom or how well he or she is going
to do on standardized tests. Educational policy has consistently encouraged schools to
consider physical education as a core subject because physical education is recognized as
the subject that is highly relevant in addressing the health related issues associated with
today’s youth (Johns, 2002). In the state of California, State Mandate A requires that all
elementary school children receive 200 minutes of physical education every 10 days and
grades 7-12 receive 400 minutes every 10 days. Still, according to U.S. Dept. of Human
Services (2009): (1) no federal laws exists that requires physical education to be provided
to students in the American education system, nor any incentives for offering physical
education programs, (2) states may set some general or minimal requirements, but
individual school districts provide specific directions and may exceed the minimum
recommendations, (3) many states delegate responsibility for all content taught in schools
to the local school districts and (4) there are no provisions for enforcement of the state’s
minimum requirements. Because of budget issues and the need for districts to cutback on
non-essential academics at school, physical education is always one of the first areas
considered for cutback, or elimination. In research conducted by Johns (2002), he noted
“physical educators are generally very pessimistic about the present marginality of their
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status and even the future of their status. Physical educators usually see themselves as
structurally disadvantaged, suffering from over commitment, and burdened with
administrative tasks coupled with low expectations for success” (p.362).
The measurements of the past are different from those of today’s current studies;
nevertheless, the results still indicate that improved academic performance is associated
with increased physical activity level (Coe et al., 2006). Further observations by
Schneider and Lounsbery (2008) shows that after an eight year longitudinal study, the
most active children are more mentally alert and have less body fat by the time they reach
adolescence, which seems to support the notion that physical activity behaviors affecting
lifestyles may be established at a young age. Over the years, there has been increased
concern about the growing number of overweight/obese students within the school
population. This study focuses on parent’s perspective on physical education, health
issues and concerns and academic achievement of elementary school students. It
addresses the question of should physical education be a core, rather than supportive,
subject in the curriculum based on the overweight and obesity problems the school
system faces today.
Parental Involvement in Education
“A child’s education begins at home, not in the classroom, and certainly the
home’s powerful influence does not end when school begins, furthermore, parental
involvement ranks right up there with smaller class sizes and improving student
discipline at the top of our members’ professional wish list” (Weaver, 2005, p. 7).
Parental involvement, in almost any form, produces measurable gains in student
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achievement (Dixon, 1992). Trudeau and Shephard (2008) realize that the parents’
interested in health and academic success of their offspring should focus on the increased
prevalence of various metabolic pathologies in which sedentary behavior plays a key
etiologic role, for example, obesity/overweight and type-II diabetes, both of which are
beginning at an even younger age. The concept of parental involvement with the student
and the school is a vital one and can produce amazing rewards for all concerned.
However, it has been found that schools do not always know what the term parental
involvement actually means (Vandergrift & Greene, 1992). There are two key elements,
according to Vandergrift and Greene (1992), which work together to make up the concept
of parental involvement. Commitment to parental support is one of these levels. This
includes such things as being sympathetic, encouraging the student, understanding, and
reassuring. The other element needed is a level of participation and parental activity, such
as doing something that is observable. An involved parent consists of a combination of
active participation within the school and a strong level of commitment for their child
while attending school (Vandergrift & Greene, 1992). There are better social skills and
adaptation to school, improved behavior at home and school, and children have higher
grades and standardized test scores, when parents’ are involved in children’s schools and
education (Keith, 2009). Keith (2009), goes on to imply, when parents’ hear that they
need to be more involved in their child’s school, the first reaction is sometimes a sense of
guilt that they aren’t more active in the local Parent-Teacher Organization (PTA). Sheehy
(2006) confirms by saying that in many ways, parents can influence both educational
policies generally, and the particular nature of the school attended by their offspring.
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Keith (2009) noticed that other parent involvement activities that benefit
children’s educational development are to discuss school activities with his/her child,
communicate with the teacher and school, and, monitor and supervise students away from
school activities. Research on the demographics of parents who are involved in their
child’s school finds that parents with higher educational attainment and income are
attending school conferences, volunteering at schools, and supporting school events to
enrich their children’s learning achievement. Continuing, Keith (2009), suggests that
parents at all socioeconomic levels can “level the playing field” in their child’s education
by taking the time to get involved. Trudeau and Shephard (2008) realize that teachers
give students more attention when they know their parents from school visits. Research
overwhelmingly demonstrates that parent involvement in children's learning is positively
related to achievement. The more intensively parents are involved in their children's
learning; the more beneficial are the achievement effects (Trudeau & Shephard 2008).
There are strong indications that the most effective forms of parent involvement are
those, which engage parents in working directly with their children on learning activities
in the home (Parental involvement in education). Programs, which involve parents in
reading with their children, supporting their work on homework assignments, or tutoring
them, and using materials and instructions provided by teachers, show particularly
impressive results. The more active forms of parent involvement produce greater
achievement benefits than the more passive ones (Keith, 2009). That is, if parents receive
phone calls, read and sign written communications from the school, and perhaps attends,
and listens, during parent teacher conferences, greater achievement benefits accrue than
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would be the case with no parent involvement at all (Keith, 2009). However, as realized
by Trudeau and Shephard (2008), considerably greater achievement benefits are noted
when parent involvement is active such as when parents work with their children at
home, certainly, but also when they attend and actively support school activities and
when they help out in classrooms or on field trips, and so on. The earlier in a child's
educational process parent involvement begins, the more powerful the effects will be
(Parental involvement in education).
Hoover-Dempsey and Sandler (1997) emphasize that experienced teachers are
well aware of the benefits of family involvement in children's education. In the past,
parental support was always thought to be a critical component of education, and teachers
assumed, whether accurately or not, that families supported their efforts and expectations
for children's learning. Yet in contemporary society, according to Oakes and Lipton
(1999), issues about parental support and involvement are complicated by diverse family
arrangements and vast socio-cultural differences among classroom teachers, children and
families. In particular, urban families are often marginalized from everyday school life by
poverty, racism, language and cultural differences, and the parents often perceive that
public education is designed for children from middle class, white families at the expense
of others (Oakes & Lipton, 1999).
It is widely known that low-income urban parents are reluctant to be involved in
their children's education. Hoover-Dempsey and Sandler (1997) identified three
psychological factors contributing to this problem. First, the family's perceptions of their
role and responsibility in their children's education, is the most important factor
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predicting parental involvement. Middle class parents, for example, feel that they should
collaborate with school efforts. But low-income families often perceive themselves as
outside the school system and feel it is the school's responsibility to do the teaching.
Second, parental feelings of efficacy contribute to their involvement in their children's
school. Parents who believe they can make a difference in their children's education are
more likely to visit and participate in school activities than those who feel ineffective.
Third, some schools are more welcoming than others, and the extent to which schools
make parents feel comfortable and valued contributes to the adults' participation in their
children's education. Schools serving low income, ethnically diverse neighborhoods,
Hoover-Dempsey and Sandler (1997) argued, must make greater efforts to welcome
families, because those are the parents who often feel excluded because of differences in
their ethnicity, income, and culture.
Urban teachers often lack knowledge and respect of the ethnicities and cultures of
the children they teach. Baker, Kessler-Sklar, Piotrkowski and Parker (1999) discovered
that teachers often have limited knowledge of what parents do at home to help children in
school. Pianta, Cox, Taylor and Early (1999) found that most teacher communication
with low-income families consists of "low intensity" letters and flyers with little face-toface interaction with the parents. Moreover, as their number of African American and
Latino children increased in a school, fewer high intensity teacher contacts with families
ever took place. Linek, Rasinski, and Harkins (1997) argued that many urban teachers
possess a "We-Them" attitude toward urban parents and do not view them as
collaborators in children's education. Valdez (1996) found that even well-meaning
15
teachers do not recognize the impact of family beliefs and values about schooling;
consequently, some parent education projects, such as those designed for Mexican
American immigrants, do more harm than good because they do not build on the families'
cultural capital. Nieto (1999) and Bloom, Katz, Slosken, Willet and Wilson-Keenan
(2000) have emphasized that teachers must establish respectful and trusting social
relationships with children and families, and this is essential for any efforts to improve
urban education.
Researchers have also found that the schools with the most successful parent
involvement programs are those which offer a variety of ways parents can participate.
Recognizing that parents differ greatly in their willingness, ability, and available time for
involvement in school activities, these schools provide a continuum of options for parent
participation (Cotton & Wikelund, 1989). According to Cotton and Wikelund (1989),
guidelines for school role in obtaining more parental involvement in their child’s school
include: (1) communicate to parents that their involvement and support makes a great
deal of difference in their children's school performance, and that they need not be highly
educated or have large amounts of free time for their involvement to be beneficial, (2)
encourage parent involvement from the time children first enter school (or preschool, if
they attend), (3) teach parents that activities such as modeling reading behavior and
reading to their children increase children's interest in learning, (4) develop parent
involvement programs that include a focus on parent involvement in instruction and
conducting learning activities with children in the home, assisting with homework, and
monitoring and encouraging the learning activities of older students, (5) provide
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orientation and training for parents, but remember that intensive, long-lasting training is
neither necessary nor feasible, (6) make a special effort to engage the involvement of
parents of disadvantaged students, who stand to benefit the most from parent
participation in their learning, but whose parents are often initially reluctant to become
involved, and (7) continue to emphasize that parents are partners of the school and that
their involvement is needed and valued.
Parents’ Perspective
There continues to be a growing concern about escalating childhood
overweight/obesity rates and the rise of Type-II diabetes within the education system and
abroad. Many parents see daily physical activity as key to optimal health and academic
success. In a study conducted by (Murnan et al., 2006), they found that 37% of the
parents believe that teaching examples of physical activities and inactivity were very
important. Furthermore, they found that although parents recognized that being
physically fit was important, neither the parent nor the children understood and could
define what constitutes a “fit” and “unfit” child (Murnan et al., 2006). Nearly all parents
(95%) think regular, daily physical activity helps children do better academically
(NASPE 2003). Sheehy (2006) believes that physical educators widely believe that
parental perception matters a great deal and that they are critical to the future of the
physical education program as well as other support programs. The National Association
for Sport and Physical Education (NASPE 2003), also emphasizes that, (1) three in four
parents think more school physical education could help control or prevent childhood
overweight/obesity issues, (2) the vast majority (95%) thinks physical education should
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be part of a school curriculum for all students in grades K-12, and (3) more than half
believes physical education is as important, or more important than academics such as
math, science and English. Sheehy (2006) has maintained that throughout published
literature in physical education there has been considerable rhetoric about the need to
recruit and maintain the support of parents. This is understandable since, in a number of
ways, parents can influence both the educational policies and particular nature of the
school their child attends. Attitudes tend to differ among parents when it comes to
physical education (Murnan et al., 2006). Despite parents’ beliefs and obvious influence,
there are surprisingly few studies, which report the attitudes of parents about physical
education.
The opinions of parents and administration may differ on the role each should
play in addressing the needs of student’s when it comes to childhood overweight/obesity
issues (Murnan et al., 2006). In recent studies done on the topic of childhood
overweight/obesity issues, 83% of the parents were not completely aware of the nutrition
and physical activity practices and policies of their children’s schools, nor that the Child
Nutrition and Women, Infant, and Children (WIC) Reauthorization Act of 2004 requires
that all schools participate in the National School Lunch and School Breakfast Programs
draft and implement a wellness policy by the beginning of the 2006-2007 school year
(Murnan et al., 2006). Studies have shown that 95.7% of the parents believe health
education should be provided to elementary school children each week. In the same
study, 100% of the parents believe physical education should be provided to elementary
student each week and allotted a weekly average of 109 minutes per week for physical
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education (Murnan et al., 2006). Johns (2002) has suggested that, “the reduction of K-12
physical education requirements have occurred for three reasons: (1) ineffective physical
education teachers, (2) an inappropriate curriculum, and (3) low student participation in
physical education” (p.363).
Slowing the trend of childhood overweight/obesity within the education system is
a growing concern of parents, educators and those of the health profession. Current data
available shows that many children in westernized societies are insufficiently active for
health gain and that physical activity participation in this population is declining (Oliver,
Schofield & McEvoy 2006). According to Veugelers and Fitzgerald (2005) insufficient
physical activity and poor nutrition are acknowledged as the primary mechanisms
underlying the rise in excess body weight. Veugelers and Fitzgerald (2005) continue by
saying, “research studies have described geographic and socioeconomic gradients and
identified aspects of children’s lifestyle, including physical and sedentary activities, as
risk factors for overweight and obesity” (p.607). Additionally, Veugelers and Fitzgerald
(2005) emphasize that, to reverse this trend a number of interventions have to be used to
increase the activity levels of elementary school aged children. Oliver et el, (2006)
explains that, “these interventions have predominately been school based, with
components including enhancing opportunities for physical activity, encouraging
effective use of physical education class time, health education, including the family
environment, and involving multiple settings and interdisciplinary approaches” (p.74).
Sheehy (2006) suggests that physical education teachers in particular maintain a
widely held belief that parental perceptions matters a great deal and are critical to the
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future of physical education in schools. Research indicates that parents perceive the
amount of time spent in physical education (mean = 109 minutes) to be lower than the
minimum amount established by national authorities, 150 minutes a week for elementary
school children (Morgan & Hansen 2007). Downing and Rebello (1999) both agree that
parents demonstrate an understanding of the need to decrease class size, in both general
and integrated physical education classes. They reinforced concerns regarding teacher
preparation issues and support education for children with disabilities, which are
currently a moot topic in the academic circle.
Even with the changing attitudes towards the importance of physical education in
general, parents and community largely agreed that organized physical activity
administered by qualified instructors is beneficial for all student K-12. Classroom sizes in
physical education are usually twice the size of regular classroom due to budget
constraints. Generally speaking, agreement persists that attitudes towards physical
education and health issues are acquired through positive experiences, negative
experiences and modeling. The Surgeon General’s report, Physical Activity and Health
(U.S. Department of Health and Human Services, 2004), clearly identifies the importance
of physical activity to lifelong health. In a review of research students often described the
physical education experience as the most likable aspect of elementary school (Fuller,
2008). Even though 51.7% of student across the United States are enrolled in physical
education, the majority of parents, 84%, have a positive perception about their child’s’
physical education class (NASPE, 2009).
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Unfortunately, American school administrators have been decreasing the time
allowed for physical education in order to devote more time to the direct instruction of
core subject areas (Stevens, To, Stevenson, & Lochbaum 2006). “In elementary and
secondary education, physical education is not one of the core curricula areas specified in
the Elementary and Secondary Education Act (a.k.a. 2001 No Child Left Behind Act
(NCLB), Public Law 107-110, 107th Congress, January 8, 2002). Some believe that
during the upcoming legislation reauthorization process, physical education may be
included as a core subject” (Napper-Owen, Marston, Van Volkingurg, Afeman, &
Brewer 2008 p26). The federal legislation, No Child Left Behind (NCLB), focuses
heavily on using reading and mathematics test scores to determine whether schools are
making progress in reducing achievement gaps among various subgroups of students.
This narrow focus has resulted in a serious imbalance that denies many students access to
high-quality curricula (Cawelti, 2006, p. 64). Hargrove, Jones, Jones, Chapman, and
Davis (2000) state that, “of greatest concern is the enormous amount of time that is being
spent on reading, writing, and mathematics at the loss of instruction in science, social
studies, physical education, and the arts. The elementary teachers studied typically spent
seventy-five percent of their time teaching reading and math, leaving inadequate
instructional time for other subjects” (p. 23).
Current data available demonstrates that activity participation in this population is
declining along with insufficient health gains for children within westernized societies
(Oliver et al., 2006). Russell (2002) points out that quality physical education delivered
by specialized instructors continually struggles with issue of delivering superior
21
instruction to their students, while maintaining high student interest and motivation,
especially for students with an “I’m taking PE because I have to” orientation. The
argument by many researchers that schools should employ physical education specialists
has been continually presented in the literature as a solution to improve primary school
physical education (Morgan & Hansen, 2007).
Physical Education Specialists
Research shows that the issue many parents have about the physical education
program their child participates in, is the lack of instruction by a qualified specialist
(Napper-Owen, Marston, Van Volkingurg, Afeman, & Brewer 2008). Thomas et al.
(2008) identify physical education specialists as those educators who are educated and
trained in area such as biomechanics, motor learning, exercise physiology, anatomy,
physiology, kinesiology, and motor development. Napper-Owen et al. (2008) also takes
into account that through advanced levels of education, highly qualified instructors
possess knowledge and skills that have enabled them to achieve certification and degrees
from institutions within their region and from abroad. “Pedagogues identify best practices
in curriculum and instruction and promote evidence-based physical education programs.”
(Thomas et al., 2008, p.40). Researchers endorse the benefits of specialist assistance and
staff-development programs (Morgan & Hansen, 2007). It has been observed that barriers
which prevent reliable implementation of physical education programs include (a)
inadequate college and university preparation for teaching students with special needs,
(b) continued shortage of qualified physical educators conducting comprehensive
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assessments and instruction of themselves and their students, and (c) high teacher
attrition rates at all levels of physical education (Downing & Rebello, 1999).
Morgan and Hansen (2007) note some school districts reluctance to require teachers to be
certified as physical educators to teach physical education, particularly at the elementary
school level. Classroom teachers untrained in Physical Education might not recognize
situations that can cause injury. Certified physical education teachers know where to
position themselves, the amount of space children need around them for activities and
proper warm-up exercises (Parental Involvement in Education, 2009). Researchers
analyzed emergency room reports of P.E.-related injuries in children, ages five to 18.
According to the study, published in the online issue of Pediatrics, the most common PErelated injuries were lower-extremity sprains and strains (23 percent), followed by upper
extremity sprains and strains (14 percent) and fractures (14 percent). Elementary schoolaged children (5-10 years of age) had almost double the odds of a head injury, compared
with other injuries. The data came from 100 representative U.S. hospitals taking part in
surveillance for the U.S. Consumer Product Safety Commission (Parental Involvement in
Education, 2009). The Federal Healthy People 2010 initiative has made it a goal to
improve Physical Education programs that has led to more state policies supporting
physical education. But, not all schools comply because the policies aren't usually
accompanied by funding to support those (Morgan & Bourke, 2005).
Research has also shown that physical education specialists exhibit higher levels
of enjoyment, confidence, and knowledge relating to teaching physical education than do
those who are not specialists (DeCorby, Halas, Dixon, Wintrup, & Janzen, 2005). Fuller
23
(2008) noticed that proficient teachers and coaches feel a strong personal involvement in
and responsibility for the successes and failures of their charges. Furthermore, these
teachers and coaches tend to hold themselves accountable for student learning problems
and believe the solution to these problems reside within their abilities and
responsibilities.
Morgan and Hansen (2007) present research literature over the past 20 years
identified difficulties many classroom teachers experience when teaching physical
education. They recognize that “some major barriers that seriously inhibit teachers
include inadequate training, insufficient equipment and facilities, low level of teacher
expertise and confidence, and time constraints for teaching physical education in an
already crowded curriculum” (p.99). It has also been noted that qualifications and lack of
confidence are areas that affect classroom teachers from teaching physical education
classes effectively (Morgan & Bourke, 2005). Additionally, Guan, Mc Bride, and Xiang
(2005) found that when considering educators other than physical education specialists
instructing physical education, the teachers’ attitude, which reflects an individual’s
positive or negative, favorable or unfavorable feelings, get in the way of delivering
quality instruction. “Attitudes are not readily changed once formed but are malleable so
long as positive experiences occur and favorable attitudes develop” (Guan et al., 2005,
p148). “Physical educators are aware of how a curriculum transitions from teaching
fundamental motor skills to applying it within sports and physical activity at higher levels
of proficiency” Napper-Owen et al., (2008 p.28). Physical education specialist takes into
consideration how their student mental awareness and focus dictate the student
24
performance once they return to the classroom setting. As in any area of life, in order to
be successful and receive the full benefit of the activity, whether its academics or
physical activity based, learning for someone with (1) expertise in the area of interest, (2)
knowledge of what the subject matter contains, (3) has a passion and attitude to present
and have the information understood, and (4) get the desire results necessary for holistic
growth and development, are what’s best for early childhood development as well as
continued growth throughout life. The argument persists that schools should employ
physical education specialists. This issue has been continually presented in literature as a
solution to improve primary school physical education (Morgan & Hansen, 2007).
While healthcare professionals have been concerned with childhood obesity for some
time, it truly didn’t create concern among the general population until recently. The
majority of parents showed that having their child be of normal weight was the most
important factor; and that they believe that schools were not doing enough to control their
children’s weight (Murnan et al., 2006).
Health Concerns
Teaching institutions have increasingly relied on the National Education
Standards first developed in 1995 and updated in 2007 as a framework for health
curricula in grades 1-12 (Evans, Roy, Geiger, Werner, & Burnett, 2008). They continue
by saying that these standards were adopted to assure that students grades 1-12 receive
personal, social, physical, mental, and emotional health instruction. He and Evans (2007)
observed that in health and well-being issues within the family, parents play a critical
role. Their perceptions of what constitutes an appropriate weight, and their definition of
25
being overweight/obese, will determine whether or not they will act to change eating and
fitness habits. Ayers (2008) suggest that it would seem there is a need for development
and demonstrating of ways to educate parents about health and weight issues and
furthermore how to access accurately the weigh of their children.
Overweight and obesity issues within the educational system in the United States
and around the world have become the number one concern even though the importance
of Physical Education within the school curriculum draws less attention each academic
year (Murnan et al., 2006). Parents and organizations are emphasizing the need for
quality physical education programs with the increase in childhood weight issues (Hart,
2004). The current insurgence of childhood overweight/obesity makes the argument even
stronger for monitoring and measuring physical activity during children’s developmental
years (Schneider & Lounsbery, 2008). Considering that almost 80% of children with
working mothers spend nearly 40 hours a week in childcare, it becomes imperative that
adequate physical activity opportunities be provided in these settings (Schneider &
Lounsbery, 2008). Many studies indicate that regular physical activity, whether referring
to work related or recreational, contributes to health and well being and lowers the risk of
many diseases, including heart disease, high blood pressure, stroke, diabetes,
osteoporosis, overweight/obesity, and colon cancer (Edlin & Golanty, 2007). A basic
notion of human development is that early experiences related to health, physical skills,
social skills, emotional development, or cognitive development affects later outcomes
(Fuller, 2008). Fuller (2008) goes on to say that, it seems easier to prevent problems, or at
least to address them early, rather than to try to correct them later.
26
Young children are leading increasingly sedentary lives, with physical activity
frequently displaced by television viewing, internet surfing, and video playing (Stevens et
al., 2006). It has been observed that after children are released from classroom captivity,
students demonstrate excessive sound and movements, which has been held back for
hours while in a classroom environment. On a typical day, students are required to remain
motionless for about an hour or longer at a time (Valdez, 1997). Students are typically
arranged in rows, one behind the other and expected to restrict his or her range of
movement. Children have a natural desire and need for movement. They emerge from the
classroom jumping, pushing and shouting in a barrage of physical stimulation after being
released from hours of sitting behind desks (Valdez, 1997).
The Surgeon General’s Report, Physical Activity and Health (U.S. Department of
Health and Human Services, 2009) clearly identify the relationship between physical
activity and lifelong health. Regular physical activity reduces children’s health risks
related to inactivity and contributes to enhancing the uptake of calcium in the bones and
control of other health issues in children, including overweight/obesity (Guan et al.,
2005). “ Physical activity is associated with more favorable biological cardiovascular
disease risk-factor profiles in children and adolescents, such as low blood pressure, more
favorable lipid and lipoprotein levels, and decreased adiposity” (Van Der Horst, Paw,
Chin, Twisk, & Van Mechelen, 2007. p. 1241). Moreover the consistent associations of
physical activity with better psychological health, higher levels of self-esteem and lower
levels of anxiety and stress have been observed (Van Der Horst et al., 2007).
27
Health education includes establishing and maintaining healthy eating habits,
teaching the benefits of exercise, physical activity, and ways to be more active and
weight maintenance. Long-term health consequences of childhood overweight/obesity
include type-2 diabetes, impaired glucose tolerance, asthma, and cardiovascular
conditions including heart disease, hypertension, high cholesterol, sleep apnea and
excessive weight gain. These same problems can continue on into adulthood if not
addressed (Murnan et al., 2006). Many in the health community strongly believe that
being overweight/obese, as a child will lead to being overweight/obese as an adult (Guan
et al., 2005). Murnan et al. (2005) explains that being overweight/obese is indeed a
concern for parents, schools and health professionals. Because of its negative impact on a
child’s life, it can lead to physical, psychological, behavioral and social problems.
Murnan et al. (2005) also recognizes that parents believe that physical activity is very
important when it comes to their child’s health and well-being but because of the
emphasis placed on the “3Rs” imposed in the No Child Left Behind (NCLB) national
initiative, it does not leave enough time for health and physical education in the school
day.
Concerns About Overweight/Obesity in Student Population
There is increasing concern among parents, and educators, about the well being of
students while attending school is occurring. The U.S. Dept. of Health and Human
Services (2002) indicates that Healthy People 2010 will include three objectives related
to school physical education: (1) increase the proportion of the nation’s public and
private school that require daily physical education for all students, (2) increase the
28
proportion of adolescence who participate in daily school physical education, and (3)
increase the proportion of adolescence that spend at least 50% of school physical
education class time being physically active. According to the U.S. Department of Health
and Human Services (2009) Healthy People 2010, Physical Activity and Fitness Project a
health regime consists of regular and consistent fitness activity while improving and
maintaining health. According to Crute (2005) it’s not helping that children are less
active at home and at school due to video games and television. Both of these have
replaced children playing on the playground and to exaggerate the problem, over 50% of
the nation’s schools have eliminated physical education classes altogether. She continues
by saying that to compound the problem: the so called No Child Left Behind (NCLB)
law, which has put added pressures on schools to spend more time on lesson for the
make-or-break standardized tests, physical education has decreased in time or in many
cases been eliminated.
Physical activity should be encouraged as part of a daily routine. While moderate
physical activity for at least 30 minutes a day is preferable, intermittent physical activity
also increases caloric expenditure and may be important for those who cannot fit 30
minutes of sustained activity into their daily schedules. Norton (2009) addresses this
issue by pointing out that, “longer bouts of exercise may be better for maintaining a
healthy weight in children than is sporadic activity accumulated throughout the day” (p1).
She continues by saying that U.S. guidelines recommend that children get 60 minutes of
moderate-to-vigorous exercise each day.
29
When a person is overweight/obese, it is the result of an imbalance between
caloric intake and energy expenditure (Murnan et al., 2006). Edlin and Golanty (2007)
emphasize that overweight issues have become a monumental health problem in the
United States and the world. Approximately 120 million American adults-about 65% of
the population-are considered overweight/obese. Approximately 15% of US children
between the ages of six and 19 also are considered overweight/obese (Edlin & Golanty,
2007). In a study by Geier (2007) from the University of Pennsylvania and Temple
University it was found that weight is a better predictor of school absenteeism than race,
socioeconomic status, age, and gender. Race, socio-economic status (SES), age and
gender have been the four main indicators of increased absenteeism among school
children. However, body-mass index (BMI), was a better indicator of poor classroom
attendance, according to this study. Obesity and overweight issues within the elementary
school level of education has become the number one concern across the United States
even though the importance of physical education within the school curriculum draws
less attention each academic year (Murnan et al., 2006). Edlin and Golanty (2007) state
that although feeling attractive is important, overweight/obese is a serious health issue.
Overweight/obese individuals are predisposed to a variety of illnesses including: type two
diabetes, which can result in blindness, kidney failure, and non-healing skin ulcers, the
leading cause of nontramatic amputation in the United States. Edlin and Golanty (2007)
continue by saying that overweight/obese individuals are predisposed to the metabolic
syndrome, which pose a substantial risk for heart disease.
30
Physical Education and Academic Benefits
Tremarche et al. (2007) believe that movement is a vital aspect of the brain’s
ability to function cognitively. Furthermore, “the relationship between motor and
intellectual performance is strongest at very early stages of development. A physical
education program that provides a wide variety of developmentally appropriate activities
and experiences, ensures the children can have profound results on academic
achievement” (p.59). Educators believed that education is the foremost part of a person’s
personality because this is the only thing that has been considered to be the primary point
to judge a person’s personality.
Physical activity has been shown to increase cognitive function (Chomitz et al.,
2009). The potential relationship between physical fitness to cognitive function may be
explained by both physiological and psychological mechanisms. Results from tests have
shown that physical activity stimulates neural development including a greater density of
neuronal synapses and higher capillary volume (Chomitz et al., 2009). Even in the
process of thinking, in which the use of the body seems to be reduced to a minimum,
common knowledge indicates that grave mistakes may often be traced to bad health
(Tremarche et al., 2007). Staying active has shown to increase self-esteem, selfconfidence, physical appearance, decrease anxiety levels while enhancing academic
performance (Morgan & Hansen, 2007). In a longitudinal study with an enormous sample
of participants, Grissom (2005) uses a database from California of 888,715 students to
evaluate the relationship between academic achievement and physical fitness over the
course of one school year. The student’s social economic status (SES) and gender were
31
also included in the study. His findings support a positive relation between physical
fitness and student achievement assessed through the Stanford Achievement Test 9th
Edition. The study concluded that the academic achievements were higher for girls and
for those of a higher SES in comparison with those of a lower socio-economic
background (Stevens et al., 2006)
In 2002, the California Department of Education released a study indicating that
fit children perform better academically. The study employs the state mandated Fitnessgram fitness test and the Stanford Achievement Test (SAT) for students in 5th, 7th, and
9th grade (Clark, 2008). Clark (2008) continues by referencing that over 900,000
students had their reading and math scores from the SAT’s compared to their fitness
scores. For each grade level assessed, students with a higher fitness level also
demonstrated higher achievement scores. Furthermore, with students who met the
minimum (healthy fitness zone) Fitness-gram levels in three or more of the fitness areas
demonstrating the greatest gains in academic achievement. Overall, females especially
those of a higher fitness level, performed better than males on the achievement tests.
Numerous studies have shown positive relationships between academic achievement and
both physical activity and sports participation, whereas a few have shown no correlation
or an inverse relationship (Coe et al., 2006). Furthermore, those same studies suggest a
connection between physical activity and increased levels of alertness, mental function
and learning. According to the Successful Students Through Healthy Food Policy
Resource Guide (2008): (1) schools that offer intense physical activity programs see
positive effects on academic achievement, including increased concentration; improved
32
mathematics, reading, and writing test scores; and reduced disruptive behavior, even
when time for physical education classes reduces the time for academics, and (2) these
intense programs also provide more opportunity for physical activity (by reducing class
time) and lead to increased test scores. In one program, a reduction of 240 minutes per
week in class academic time in order to increased physical activity led to higher
mathematics scores. Higher achievement was also associated with higher levels of fitness
for fifth, seventh, and ninth-graders. The relationship between academic achievement and
fitness was greater in mathematics than in reading, particularly at higher fitness levels. In
some places, skeptics believe that the foremost part of education is only the academics.
Chomitz et al., (2009) conducted a study with 3990 students enrolled in 12 Cambridge
Public School Department (CPSD) from a racially and economically diverse urban public
school district. In 2004-2005, these students from elementary grades (kindergarten
through eighth grade) were selected. Sixty-four percent of the students were non-white,
and 43% qualified for National School Lunch Program (NSLP). For the purpose of this
test, school records that included standardized test scores, fitness and Body Mass Index
(BMI) information for student enrolled in grades 4-8 during the 2004-2005 academic
school year. The findings indicated a significant relationship between students’ academic
achievement and physical fitness. There was a significant positive relationship between
fitness and Math and English scores (Chomitz et al., 2009).
The association between early life physical activity and delayed late-life cognitive
deficits has been described as the cognitive reserve hypothesis. Individuals who have
been physically active demonstrate higher cognitive function and resilience to
33
neuropathological damage (Dik, Deeg, Visser & Jonker, 2003). The cognitive reserve
hypothesis is further demonstrated by Colcombe, Erickson, Raz, Webb, Cohen,
McAuley, and Kramer (2003) who examined the effects of aerobic exercise on the brain
of older adults and concluded that aerobic exercise preserved white (myelin sheath) and
gray (neurons) matter in the parietal, frontal, and temporal areas, which are vital to higher
order thinking. Nevertheless, any positive influence of physical activity and cognitive
functions of children is important for at least two reasons: (1) increasing physical
education without the risk of decreasing academic performance has strong potentials, and
(2) physical education may offer a way to reduce disruptive behavior at school and
decrease the drop out rate from educational programs. Academic achievement in
individual studies in the past was defined as problem solving, memory, decision-making,
and observation.
Even though many schools and institutes oppose physical educators viewpoints,
they conclude that the learning a person achieves from his or her academic education can
be achieved by the physical or sports education, so it should be of same prominence
within the curriculum (Ahamed, Liu-Ambrose, Macdonald, McKay, Naylor, & Reed,
2007). “Nearly three-fourths believe that physical activity and physical education will
support learning in other subject areas, such as math, reading or science. Parents also
believe physical education makes children more alert, focus better, increases energy,
increases their ability to work with others, reduces stress and helps the children to
become healthier” (NASPE para.41, 2003). According to Trudeau and Shephard (2009),
“given competent providers, physical activity can be added to the school curriculum by
34
taking time from other subjects without risk or hindering student academic achievement”
(p. 25). They continue by saying,” on the other hand, adding time to academics or
curriculum subjects by taking time from physical education programs does not enhance
grades in these subjects and may be detrimental to health” (Trudeau & Shephard, 2009,
p.2). Even in studies that failed to show positive relations from physical activity, Trudeau
and Shephard (2009), indicate that the relationship between the students’ grade point
average (GPA) and physical activity and education have found no decrease in academic
achievement. In a randomized test performed by Murray, Low, Hollis, Cross, and Davis
(2007) on physical education and its effect on academic performance, there were
significant gains in reading, decrements in language, and no difference for math scores on
the standardized tests, suggesting that even with taking time away from the academics
program for physical education, overall academic functioning was not impaired. Research
indicates that physical activity enhances brain function and produces more cognitive and
psychological benefits. When provided with many experiences in life, children at an early
age develop an abundance of neurons and are better learners (Tremarche et al., 2007).
Summary
Because of the lack of research published in this area, gathering of information
on this subject makes it hard to determine the full extent of repercussions within the
United States elementary school system associated with lack of organized physical
activity by a specialized physical educator. Research has shown that when physical
education is administered to elementary school children it is beneficial in health, fitness
35
and academics. Researchers investigating parental attitudes about physical education
have most commonly used questionnaires and telephone surveys to gather data.
Within the public school system there are over 53 million children and
adolescents enrolled in the elementary and secondary school systems. Over half of these
students’ waking hours are spent at school. Therefore, in addressing the escalating
prevalence of childhood overweightness, focusing on the role of schools may be a useful
point of intervention (Murnan et al., 2005). The Surgeon General’s report, Physical
Activity and Health (U.S. Department of Health and Human Services, 2006), clearly
identifies the importance of physical activity to lifelong health. The argument persists
that schools should employ physical education specialists in order to improve primary
school physical education (Morgan & Hansen, 2007). Research conducted by Morgan
and Burke (2005) found that classroom teachers face considerable difficulties when
teaching physical education.
The purpose of this study was to examine parents’ perspective on the
importance of physical education at the elementary level of education. Present research
on physical education has been shown to be important for a number of reasons including
(1) the concern about increasing numbers of overweight/obese students in the school
system, (2) the lack of concern about the importance of physical education and the
benefits it provides for students, both mentally and physically, and (3) parents’ opinion
and voice can determine the direction the school in areas of curriculum. By reviewing the
data presented on the importance of physical education based on a parents’ perspective, it
is conceivable that administrator and district policy makers will consider physical
36
education to be just as important as other academics when it comes to educating students
of all grade levels.
37
Chapter 3
METHODS
This study illustrates the views and the opinions of parents on the importance of
having a structured physical education program at their child’s school. Physical education
programs ensure that the students continue to receive health and fitness benefits that will
improve academic proficiency and change educators, administrators, and politician’s
attitude, towards the necessity of continued and structured physical education programs at
all levels of academics.
The research questionnaire was distributed to the students at Northeastern
Elementary School. Northeastern Elementary School has strong parent and community
support that provides children with a variety of activities that supplement the regular
academic program. This study was conducted in an elementary school setting addressing
the needs and attitudes of the parents towards the importance of having physical
education as part of their child’s academics. The school is part of the Sacramento City
Unified School District (SCUSD) located in Northern California. Within the school,
approximately 460 students attend grades 1st – 6th with an additional 38 student in
preschool and kindergarten. All students attending grades 1st – 6th participate in physical
education classes twice a week for 50 minutes per session. The Physical Education
program at Northeastern Elementary teaches students the value of physical fitness, health
issues and sportsmanship. The program is designed encompassing the Physical Education
Model Content Standards for California Public Schools.
38
Demographics
Northeastern Elementary School is located in the Rosemont area of Sacramento
County, in the Sacramento-Arden-Arcade metro area. Students who are enrolled at
Northeastern Elementary are from a neighborhood of diversity both in ethnic origin and
socio-economic status (SES). The student population at Northeastern is similar to the
ethnic make-up of the neighborhood in which the school is located. According to
Sacramento City Unified School District Report, the student population at Northeastern
Elementary School in grades pre-school, and kindergarten – 6th consists of:
Number of students 498
African American 17.87%
American Indian or Alaska Native 2.01%
Asian 8.23%
Filipino 2.21%
Hispanic or Latino 23.49%
Pacific Islander 1.61%
White (not Hispanic) 43.37%
Multiple or No Response 1.2%
Socio-economically Disadvantaged 48%
English Learners 14%
Students with Disabilities 10%
The school is ranked eighth statewide with an API score of 831. [“Executive
Summary School 2007-08” (2009)].
39
Participants
This study was designed to measure the acceptance, or rejection, of physical
education as part of the elementary curriculum viewed from the parent perspective
towards education and health issues. Subjects for this study were parents of students in
grades first through sixth who attend Northeastern Elementary School. All students who
were enrolled in physical education during the school term of 2008-2009 had their
parents participate in this study. All participants were notified of their right to privacy
concerning the answering of the questionnaire and the importance of the study.
Instrument
A questionnaire of 15-statements was sent home to the parents for their responses
to question centered on the importance of physical education within the elementary
curriculum. The statements were designed to understand how parents feel about health
and fitness issues and how importance these items are in their child’s curriculum.
Content validity of student and parent questionnaire items were established previously by
a questionnaire developed by Mowatt, DePauw, and Hulac (1988), for including variables
previously validated as important components of student and parent attitudes toward
physical education (Mack & Shaddox, 2004). A panel of pedagogy experts reviewed the
questionnaires for construct validity, and pilot tests were conducted using similar
populations (N = 60 students and 6 parents) for clarity of language, meaning, and
reliability. A test-retest procedure was used with an established minimum reliability
percentage of 80%. Items were either reworded or eliminated if they had low reliability
40
scores. Park (1995) also administered the Physical Education Activity Attitude Scale
(PEAAS) finding similar reliability percentages (Valdez, 1997).
This study investigated the perspective of parents from 432 student grades 1st
through 6 on the importance of physical education within the elementary school system.
This study consists of 15 statements rated using a 5-point Likert–type scale. Participants
were asked to indicated whether they (strongly agree, agree, neutral, disagree, strongly
disagree) with the statement concerning their feelings, opinion, previous experiences and
beliefs. The scores on each item were summed resulting in scores ranging from 432 to
2160. Higher scores indicated a more positive attitude toward acceptance of physical
education as a core subject within the elementary school curriculum.
Selection of the instrument was critical to the success of measuring parent
attitudes toward physical education. The rationale for selecting the Physical Education
Activity Attitude Scale (PEAAS) as the instrument of measurement was based on the
following: (a) this instrument has been used with both students and adults in separate
studies (Mowatt, DePauw, & Hulac, 1988; Park, 1995); (b) the instrument was reviewed
by a panel of experts to establish validity; (c) it was designed to measure attitudes of
adults and students toward physical education and not just physical activity; and (d) the
survey employs the Likert rating scale which is easy to administer and score (“one”
indicating strongly agree to “five” indicating strongly disagree).
Procedure
Getting parents’ perspective on a questionnaire consisting of 15-statements
addressing the concerns and importance of issues involving the need to have physical
41
education as part of their child’s elementary school curriculum was used for this survey.
This questionnaire was handed out to all students from grades 1st to 6th. The students
took the questionnaires home for their parents/guardian to complete and return to their
classroom teacher to be collected by the physical education department for analysis.
Before the students received the questionnaires, a memo was sent home with the students
informing their parents about the survey, it’s contents, instructions on filling out the
questionnaire, and the time frame for return of the questionnaire. The questionnaire rated
parents’ opinions on a scale of one to five of his or her perceived importance in his or her
child’s physical education program as part of the schools curriculum.
Data Analysis
The variables in this quantitative study to be analyzed were the differences in
mean values on opinions of parents’ according to gender, and age. A correlation between
the variables was analyzed using the analysis of variance, chi-square, to test for
differences between the variances. Pearson's chi-square is by far the most common type
of chi-square significance test. If simply "chi-square" is mentioned, it is probably
Pearson's chi-square. This statistic is used to test the hypothesis of no association of
columns and rows in tabular data. It can be used even with nominal data. Note that chisquare is more likely to establish significance to the extent that (1) the relationship is
strong, (2) the sample size is large, and/or (3) the number of values of the two associated
variables is large. A chi-square probability of .05 or less is commonly interpreted by
social scientists as justification for rejecting the null hypothesis that the row variable is
unrelated (that is, only randomly related) to the column variable (Garson, 2009).
42
Chapter 4
RESULTS
The purpose of this study was to illustrate the parents’ perspective on the
importance of physical education in the curriculum at the elementary level of education.
The sample for this study consisted of the parents of students (n = 432) from grades 1-6.
In order to understand parents’ perspectives on their views pertaining to the importance
of physical education at their child’s elementary school, surveys were sent home to gather
opinions and views to be collected and analyzed. The following is a summary of the
results obtained from analyzing of the data gathered from descriptive statistics and
measures of association of the data. The two areas were analyzed using the Likert-scale
for this survey looking at the gender of the parent/guardian who completed the survey
and age group of guardian/parent.
All statements will be analyzed according to gender, chi-square test scores and
age group also with chi-square test scores. Each statement was measured on a Likertscale related to the importance of physical education within the curriculum at their child’s
elementary school. Of the 432 surveys sent home with the students, 362, (84%) along
with 40 (10%) with no age or gender recognitions, (which were not included in the data
analysis), were returned.
In Chapter 1, a series of hypothesis was formulated predicting opinions and
attitudes of parents towards physical education and the elementary curriculum. The
hypothesis stated were:
43
1. There will be no significant difference in the opinion of parents who feel that
100 minutes a week, 50 minutes twice a week, is more than enough time for
my child to spend in physical education as opposed to increasing the time
allotted.
2. There will be no significant difference in the way parents view physical
education in the elementary curriculum as opposed to other academic subjects,
i.e., math, science, and literature.
3. There will be no significant difference in the way parents’ view a qualified
physical education instructor compared to a classroom teacher as it pertains to
instructions given to students to enhance fitness and health in their children.
The statements used to gather information about parents perception on the issue of
physical education and the curriculum using the Likert-scale, which is an attitude
measurement used in research, where, in place of a numerical scale for answers, answers
are given on a scale ranging from strongly agreement on one side to strongly
disagreement on the other side, with undecided in the middle were as follows:
1. Physical education classes are a very important part of the curriculum.
2. Participation in physical activity is essential for a quality life, regardless of
sex and ethnic background.
3. Good health throughout life is related to one's level of physical activity.
4. Physical education should be required at every
level of education.
5. Physically active people are generally more mentally alert than less active
people.
44
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.
7. Most students get all the exercise they need just doing normal daily activities.
8. Physical education classes are just as important as academic classes.
9. Physical activity is of major importance to my family’s life.
10. 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.
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.
12. Physical education, at the elementary school level, can help build a
foundation towards a lifestyle of health and fitness.
13. I am very knowledgeable of what my child is doing in physical education.
14. More can be gained for my child, if a qualified physical education instructor,
instead of a classroom teacher, teaches them.
The final question asks you, the parent, to rate subjects on their importance in the
curriculum, as you perceive it.
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 to highest, or most
important to (1) being the lowest value or least important?
English__, History__, Math__, Physical Education__, Science__
All statements will be analyzed by grade level (1st-6th), and gender of parents who
responded to the survey. Any chi-square value of p<0.05 is regarded as significant.
45
Gender, Age group & Chi-square test
Statement 1: Physical education classes are a very important part of the curriculum.
Table 1
Gender * Physical education classes are very important Crosstabulation
Physical education classes are very important
Male
Gender
Female
Total
Agree
Undecided
Disagree
Strongly
disagree
Total
70
48
0
0
0
118
% within
Gender
59.3%
40.7%
.0%
.0%
.0%
100.0%
% within
Physical
education
classes are
very
important
29.3%
42.5%
.0%
.0%
.0%
32.5%
% of Total
19.3%
13.2%
.0%
.0%
.0%
32.5%
169
65
5
1
5
245
% within
Gender
69.0%
26.5%
2.0%
.4%
2.0%
100.0%
% within
Physical
education
classes are
very
important
70.7%
57.5% 100.0% 100.0%
100.0%
67.5%
% of Total
46.6%
17.9%
1.4%
.3%
1.4%
67.5%
239
113
5
1
5
363
65.8%
31.1%
1.4%
.3%
1.4%
100.0%
Count
Count
Count
% within
Gender
Strongly
agree
46
% within
Physical
education
classes are
very
important
100.0%
100.0% 100.0% 100.0%
% of Total
65.8%
31.1%
1.4%
.3%
100.0%
100.0%
1.4%
100.0%
Strongly agree to agree 96.9% - Undecided 1.4% - Strongly disagree to disagree 1.7%
Table 2
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
11.547a
4
.021
Likelihood Ratio
14.700
4
.005
Linear-by-Linear
Association
.008
1
.928
N of Valid Cases
363
a. 6 cells (60.0%) have expected count less than 5. The
minimum expected count is .33.
Table 3
Age groups * Physical education classes are very important Crosstabulation
Physical education classes are very important
Strongly
agree Agree
Age 20- Count
groups 30 % within
Age groups
Undecided
Dis- Strongly
agree disagree Total
28
16
0
0
3
47
59.6%
34.0%
.0%
.0%
6.4%
100.0%
47
% within
Physical
education
classes are
very
important
11.7%
14.2%
.0%
.0%
60.0%
12.9%
% of Total
7.7%
4.4%
.0%
.0%
.8%
12.9%
144
54
5
0
2
205
70.2%
26.3%
2.4%
.0%
1.0%
100.0%
% within
Physical
education
classes are
very
important
60.0%
47.8%
100.0%
.0%
40.0%
56.3%
% of Total
39.6%
14.8%
1.4%
.0%
.5%
56.3%
60
36
0
0
0
96
62.5%
37.5%
.0%
.0%
.0%
100.0%
% within
Physical
education
classes are
very
important
25.0%
31.9%
.0%
.0%
.0%
26.4%
% of Total
16.5%
9.9%
.0%
.0%
.0%
26.4%
6
7
0
0
0
13
46.2%
53.8%
.0%
.0%
.0%
100.0%
31- Count
40 % within
Age groups
41- Count
50 % within
Age groups
51- Count
60 % within
Age groups
48
% within
Physical
education
classes are
very
important
2.5%
6.2%
.0%
.0%
.0%
3.6%
% of Total
1.6%
1.9%
.0%
.0%
.0%
3.6%
2
0
0
1
0
3
% within
Age groups
66.7%
.0%
.0%
33.3%
.0%
100.0%
% within
Physical
education
classes are
very
important
.8%
.0%
.0%
100.0%
.0%
.8%
% of Total
.5%
.0%
.0%
.3%
.0%
.8%
Count
240
113
5
1
5
364
% within
Age groups
65.9%
31.0%
1.4%
.3%
1.4%
100.0%
% within
Physical
education
classes are
very
important
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
% of Total
65.9%
60+ Count
Total
31.0%
1.4%
.3%
1.4%
100.0%
49
Table 4
Chi-Square Tests- Age Group
Value
Pearson Chi-Square
Asymp. Sig. (2sided)
df
1.424E2
16
.000
Likelihood Ratio
31.612
16
.011
Linear-by-Linear
Association
.079
1
.778
N of Valid Cases
364
a. 11 cells (73.3%) have expected count less than 5. The minimum
expected count is .02.
Analysis Statement 1:
Table 1 shows parents opinion according to gender while Table 3 relates to the parents
perspective according to age group. Table 1 indicates that of the 363 parents surveyed,
350 (95.5%) of the male 118(90.0%) and female 234(94.0%) parents, strongly
agree/agree that physical education should be required at all levels of education. Table 3
indicates that a total of over 350(95.5%) of the surveys in all age groups 20-30;
44(93.6%), 31-40; 199 (96.5%), 41-50; 96 (100.0%), 51-60; 13(100.0%) and 61+;
(66.7%) strongly agree and agree that participation in physical activities is essential for a
quality of life regardless of gender or ethnicity. Table 2 (Gender Chi Square) shows a
Pearson chi-square of 11.547 with a df = 4. Since the value 11.547 is greater than the
value of probability at .05 (9.49), we can reject the null hypothesis. Table 4 (Age Group
Chi-Square) shows a Pearson chi-square of 1.424 with a df =16. Since the value 1.424 is
50
not greater than that of the value of probability at .05 (26.296) with a df = 16; we cannot
reject the null hypothesis.
51
Statement 2: Participation in physical activity is essential for a quality life, regardless of
sex and ethnic background.
Table 5
Gender * Participation in physical activity is essential Crosstabulation
Participation in physical activity is essential
Male
Gender
Female
Agree
Undecided
Disagree
Strongly
disagree
72
44
2
1
0
0
119
%
within
Gender
60.5%
37.0%
1.7%
.8%
.0%
.0%
100.0%
%
within
Particip
ation in
physical
activity
is
essential
29.6%
41.1%
20.0%
50.0%
.0%
.0%
32.6%
% of
Total
19.7%
12.1%
.5%
.3%
.0%
.0%
32.6%
Count
171
63
8
1
2
1
246
%
within
Gender
69.5%
25.6%
3.3%
.4%
.8%
.4%
100.0%
%
within
Particip
ation in
physical
activity
is
essential
70.4%
58.9%
80.0%
Strongly
agree
Count
11
Total
50.0% 100.0% 100.0% 67.4%
52
Total
% of
Total
46.8%
17.3%
2.2%
.3%
.5%
.3%
67.4%
Count
243
107
10
2
2
1
365
%
within
Gender
66.6%
29.3%
2.7%
.5%
.5%
.3%
100.0%
%
within
Particip
ation in
100.0%
physical
activity
is
essential
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
% of
Total
29.3%
66.6%
2.7%
.5%
.5%
.3%
100.0%
Strongly agree to agree 95.9% - Undecided 2.7% - Strongly disagree to disagree .8%
Table 6
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
6.961a
5
.224
Likelihood Ratio
7.809
5
.167
Linear-by-Linear
Association
.061
1
.806
N of Valid Cases
365
a. 7 cells (58.3%) have expected count less than 5. The
minimum expected count is .33.
53
Table 7
Age groups * Participation in physical activity is essential Crosstabulation
Participation in physical activity is essential
Strongly
agree Agree
Age 20- Count
groups 30 %
within
Age
groups
Undecided
Disagree
Strongly
disagree
Total
29
16
1
0
1
47
61.7%
34.0%
2.1%
.0%
2.1%
100.0%
%
within
Particip
ation in
11.9%
physical
activity
is
essential
15.1%
9.1%
.0%
50.0%
12.8%
% of
Total
7.9%
4.4%
.3%
.0%
.3%
12.8%
141
56
8
0
0
206
68.4%
27.2%
3.9%
.0%
.0%
100.0%
%
within
Particip
ation in
57.8%
physical
activity
is
essential
52.8%
72.7%
.0%
.0%
56.3%
31- Count
40 %
within
Age
groups
54
% of
Total
38.5%
15.3%
2.2%
.0%
.0%
56.3%
65
28
1
2
1
97
67.0%
28.9%
1.0%
2.1%
1.0%
100.0%
%
within
Particip
ation in
26.6%
physical
activity
is
essential
26.4%
9.1%
100.0%
50.0%
26.5%
% of
Total
17.8%
7.7%
.3%
.5%
.3%
26.5%
7
5
1
0
0
13
53.8%
38.5%
7.7%
.0%
.0%
100.0%
%
within
Particip
ation in
physical
activity
is
essential
2.9%
4.7%
9.1%
.0%
.0%
3.6%
% of
Total
1.9%
1.4%
.3%
.0%
.0%
3.6%
2
1
0
0
0
3
41- Count
50 %
within
Age
groups
51- Count
60 %
within
Age
groups
60+ Count
55
%
within
Age
groups
Total
66.7%
33.3%
.0%
.0%
.0%
100.0%
%
within
Particip
ation in
physical
activity
is
essential
.8%
.9%
.0%
.0%
.0%
.8%
% of
Total
.5%
.3%
.0%
.0%
.0%
.8%
Count
244
106
11
2
2
366
%
within
Age
groups
66.7%
29.0%
3.0%
.5%
.5%
100.0%
100.0%
100.0%
100.0%
100.0%
3.0%
.5%
.5%
100.0%
%
within
Particip
ation in
100.0% 100.0%
physical
activity
is
essential
% of
Total
66.7%
29.0%
56
Table 8
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
df
Pearson Chi-Square
14.714a
20
.793
Likelihood Ratio
15.231
20
.763
Linear-by-Linear
Association
.001
1
.979
N of Valid Cases
366
a. 13 cells (72.2%) have expected count less than 5. The minimum
expected count is .02.
Analysis Statement 2:
Table 5 shows parents opinion according to gender while Table 7 relates to the parents
perspective according to age group. Table 5 indicates that of the 363 parents surveyed,
350 (95.5%) of the male 126(97.5%) and female 234(94.0%) parents, strongly
agree/agree that physical education should be required at all levels of education. Table 6
(Gender Chi Square) shows a Pearson chi-square of 6.961 with a df = 5. Since the value
6.961 is not greater than the value of probability at .05 (11.07), we cannot reject the null
hypothesis. Table 7 indicates that a total of over 350(95.5%) of the surveys in all age
groups 20-30; 45(95.7%), 31-40; 197 (95.6%), 41-50; 93 (95.9%), 51-60; 12(92.3%) and
61+; 3(100.0%) strongly agree and agree that participation in physical activities is
essential for a quality of life regardless of gender or ethnicity. Table 8 shows a Pearson
chi-square of 14.714 with a df =16. Since the value 14.714 is not greater than that of the
value of probability at .05 (26.296) with a df = 16; we cannot reject the null hypothesis
57
Statement 3: Good health throughout life is related to one's level of physical activity.
Table 9
Gender * Good health throughout life is related to activity Crosstabulation
Good health throughout life is related to activity
Strongly
agree Agree
Male
Gender
Count
Undecided
Disa- Strongly
gree disagree Total
Female
Total
64
50
3
0
0
117
% within Gender
54.7%
42.7%
2.6%
.0%
.0%
100.0%
% within Good
health throughout
life is related to
activity
30.3%
36.8%
33.3%
.0%
.0%
32.2%
% of Total
17.6%
13.8%
.8%
.0%
.0%
32.2%
147
86
6
4
3
246
% within Gender
59.8%
35.0%
2.4%
1.6%
1.2%
100.0%
% within Good
health throughout
life is related to
activity
69.7%
63.2%
66.7% 100.0% 100.0% 67.8%
% of Total
40.5%
23.7%
1.7%
1.1%
.8%
67.8%
211
136
9
4
3
363
58.1%
37.5%
2.5%
1.1%
.8%
100.0%
Count
Count
% within Gender
% within Good
health throughout
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
life is related to
activity
% of Total
58.1%
37.5%
2.5%
1.1%
.8%
100.0%
Strongly agree to agree 95.6% - Undecided 2.5% - Strongly disagree to disagree 1.9%
58
Table 10
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
4.962a
4
.291
Likelihood Ratio
7.055
4
.133
Linear-by-Linear
Association
.051
1
.821
N of Valid Cases
363
a. 5 cells (50.0%) have expected count less than 5. The
minimum expected count is .97.
Table 11
Age groups * Good health throughout life is related to activity
Crosstabulation
Good health throughout life is related to activity
Strongly
UndeStrongly
agree Agree cided Disagree disagree Total
Age 20- Count
groups 30 % within
Age groups
% within
Good health
throughout
life is
related to
activity
% of Total
31- Count
40 % within
Age groups
27
15
3
1
1
47
57.4%
31.9% 6.4%
2.1%
12.8%
10.9% 33.3%
25.0%
33.3%
12.9%
2.1% 100.0%
7.4%
4.1%
.8%
.3%
.3%
12.9%
114
82
6
3
1
206
39.8% 2.9%
1.5%
55.3%
.5% 100.0%
59
% within
Good health
throughout
life is
related to
activity
54.0%
59.9% 66.7%
75.0%
33.3%
56.6%
% of Total
31.3%
22.5% 1.6%
.8%
.3%
56.6%
0
95
41- Count
50 % within
Age groups
62
33
0
0
65.3%
34.7%
.0%
.0%
.0% 100.0%
% within
Good health
throughout
life is
related to
activity
29.4%
24.1%
.0%
.0%
.0%
26.1%
% of Total
17.0%
9.1%
.0%
.0%
.0%
26.1%
6
7
0
0
0
13
46.2%
53.8%
.0%
.0%
.0% 100.0%
% within
Good health
throughout
life is
related to
activity
2.8%
5.1%
.0%
.0%
.0%
3.6%
% of Total
1.6%
1.9%
.0%
.0%
.0%
3.6%
2
0
0
0
1
3
66.7%
.0%
.0%
.0%
51- Count
60 % within
Age groups
60+ Count
% within
Age groups
33.3% 100.0%
60
Total
% within
Good health
throughout
life is
related to
activity
.9%
.0%
.0%
.0%
33.3%
.8%
% of Total
.5%
.0%
.0%
.0%
.3%
.8%
Count
211
137
9
4
3
364
37.6% 2.5%
1.1%
% within
Age groups
58.0%
% within
Good health
throughout
100.0
100.0% 100.0%
life is
%
related to
activity
% of Total
58.0%
.8% 100.0%
100.0% 100.0% 100.0%
37.6% 2.5%
1.1%
.8% 100.0%
Table 12
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
Df
Pearson Chi-Square
52.727a
16
.000
Likelihood Ratio
24.328
16
.083
Linear-by-Linear
Association
1.024
1
.311
N of Valid Cases
364
a. 10 cells (66.7%) have expected count less than 5. The minimum
expected count is .07.
61
Analysis Statement 3:
Parents’ of both genders support the notion that a person’s level physical activity
is related to their health throughout life. Table 9 shows that of the 363 parents surveyed
344 (95%) of the parents, males 110 (97.4%) and females 233 (94.8%) strongly
agreed/agreed ones level of activity dictates ones level of health throughout life. Table 11
indicates that 95.6% total of the parents’ surveyed, age groups 20-30; 42 (89.3%), 31-40;
196 (95.1%), 41-50; 95 (100.0%), 51-60; 13 (100.0%) and 61+; 2 (66.7%) strongly agree
and agree that good health is an indicator of one’s fitness level. Table 10 (Gender Chi
Square) shows a Pearson chi-square of 4.962 with a df = 4. Since the value 4.962 is not
greater than the value of probability at .05 (9.49), we cannot reject the null hypothesis.
Table 12 shows a Pearson chi-square of 52.727 with a df = 16. Since the value 52.727 is
greater than that of the value of probability at .05 (26.296) with a df = 16; we can reject
the null hypothesis.
62
Statement 4: Physical education should be required at every level of education.
Table 13
Gender * Physical education should be required at every levels
Crosstabulation
Physical education should be required at every levels
Strongly
agree Agree
Male
Gender
Count
Undecided
Disagree
Strongly
disagree Total
Female
Total
60
51
1
5
0
117
% within
Gender
51.3%
43.6%
.9%
4.3%
.0%
100.0%
% within
Physical
education
should be
required at
every levels
29.7%
40.5%
4.8%
55.6%
.0%
32.2%
% of Total
16.5%
14.0%
.3%
1.4%
.0%
32.2%
142
75
20
4
5
246
% within
Gender
57.7%
30.5%
8.1%
1.6%
2.0%
100.0%
% within
Physical
education
should be
required at
every levels
70.3%
59.5%
95.2%
44.4%
% of Total
39.1%
20.7%
5.5%
1.1%
1.4%
67.8%
202
126
21
9
5
363
55.6%
34.7%
5.8%
2.5%
1.4%
100.0%
Count
Count
% within
Gender
100.0% 67.8%
63
% within
Physical
education
should be
required at
every levels
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
% of Total
55.6%
34.7%
5.8%
2.5%
1.4%
100.0%
Strongly agree to agree 90.3% - Undecided 5.8% - Strongly disagree to disagree 3.9%
Table 14
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
Df
Pearson Chi-Square
16.387a
4
.003
Likelihood Ratio
20.121
4
.000
Linear-by-Linear
Association
.032
1
.859
N of Valid Cases
363
a. 3 cells (30.0%) have expected count less than 5. The
minimum expected count is 1.61.
Table 15
Age groups * Physical education should be required at every levels
Crosstabulation
Physical education should be required at every levels
Strongly
agree Agree
Age 20 Count
groups - % within
30 Age groups
Undecided
Dis- Strongly
agree disagree Total
25
16
2
2
2
47
53.2%
34.0%
4.3%
4.3%
4.3%
100.0%
64
% within
Physical
education
12.3%
should be
required at
every levels
12.8%
9.5%
22.2%
40.0%
12.9%
% of Total
6.9%
4.4%
.5%
.5%
.5%
12.9%
122
64
13
4
3
206
59.2%
31.1%
6.3%
1.9%
1.5%
100.0%
% within
Physical
education
59.8%
should be
required at
every levels
51.2%
61.9%
44.4%
60.0%
56.6%
% of Total
33.5%
17.6%
3.6%
1.1%
.8%
56.6%
51
38
3
3
0
95
53.7%
40.0%
3.2%
3.2%
.0%
100.0%
% within
Physical
education
25.0%
should be
required at
every levels
30.4%
14.3%
33.3%
.0%
26.1%
% of Total
14.0%
10.4%
.8%
.8%
.0%
26.1%
4
7
2
0
0
13
30.8%
53.8%
15.4%
.0%
.0%
100.0%
31 Count
- % within
40 Age groups
41 Count
- % within
50 Age groups
51 Count
- % within
60 Age groups
65
% within
Physical
education
should be
required at
every levels
2.0%
5.6%
9.5%
.0%
.0%
3.6%
% of Total
1.1%
1.9%
.5%
.0%
.0%
3.6%
2
0
1
0
0
3
66.7%
.0%
33.3%
.0%
.0%
100.0%
% within
Physical
education
should be
required at
every levels
1.0%
.0%
4.8%
.0%
.0%
.8%
% of Total
.5%
.0%
.3%
.0%
.0%
.8%
Count
204
125
21
9
5
364
56.0%
34.3%
5.8%
2.5%
1.4%
100.0%
60 Count
+ % within
Age groups
Total
% within
Age groups
% within
Physical
education
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
should be
required at
every levels
% of Total
56.0%
34.3%
5.8%
2.5%
1.4%
100.0%
66
Table 16
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
df
19.316a
16
.253
Likelihood Ratio
18.664
16
.286
Linear-by-Linear
Association
.024
1
.878
N of Valid Cases
364
Pearson Chi-Square
a. 9 cells (60.0%) have expected count less than 5. The minimum
expected count is .07.
Analysis Statement 4:
Table 13 shows parents opinion according to gender while Table 15 relates to the parents
perspective according to age group. Table 13 indicates that of the 363 parents surveyed,
329 (91.0%) of the male 101(95%) and female 217(88.2%) parents, strongly agree/agree
that physical education should be required at all levels of education. Table 15 indicates
that a total of over 329(91%) of the surveys in all age groups 20-30; 41(87.2%), 31-40;
186 (90.3%), 41-50; 89 (93.7%), 51-60; 11(84.0%) and 61+ 2 (66.7%) strongly agree and
agree that physical education should be one of the courses dropped if needed. Table 14
(Gender Chi Square) shows a Pearson chi-square of 16.387 with a df = 4. Since the value
16.387 is greater than the value of probability at .05 (9.49), we can reject the null
hypothesis. Table 16 shows a Pearson chi-square of 19.316 with a df =16. Since the value
19.316 is not greater than that of the value of probability at .05 (26.296) with a df = 16;
we cannot reject the null hypothesis.
67
Statement 5: Physically active people are generally more mentally alert than less active
people.
Table 17
Gender * Physically active people generally are more mentally alert
Crosstabulation
Physically active people generally are more mentally
alert
Agree
Undecided
Disagree
Strongly
disagree
Total
50
41
15
7
4
117
% within Gender
42.7%
35.0%
12.8%
6.0%
3.4%
100.0%
% within
Physically active
people generally
are more
mentally alert
26.6%
36.3%
42.9%
35.0%
57.1%
32.2%
% of Total
13.8%
11.3%
4.1%
1.9%
1.1%
32.2%
138
72
20
13
3
246
% within Gender
56.1%
29.3%
8.1%
5.3%
1.2%
100.0%
% within
Physically active
people generally
are more
mentally alert
73.4%
63.7%
57.1%
65.0%
42.9%
67.8%
% of Total
38.0%
19.8%
5.5%
3.6%
.8%
67.8%
188
113
35
20
7
363
51.8%
31.1%
9.6%
5.5%
1.9%
100.0%
Count
Male
Count
Female
Gender
Count
% within Gender
Strongly
agree
Total
% within
Physically active
people generally 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
are more
mentally alert
% of Total
51.8%
31.1%
9.6%
5.5%
1.9%
100.0%
68
Strongly agree to agree 82.9% - Undecided 9.6% - Strongly disagree to disagree 7.4%
Table 18
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
Df
Pearson Chi-Square
7.451
a
4
.114
Likelihood Ratio
7.288
4
.121
Linear-by-Linear
Association
5.683
1
.017
N of Valid Cases
363
a. 2 cells (20.0%) have expected count less than 5. The
minimum expected count is 2.26.
Table 19
Age groups * Physically active people generally are more mentally alert
Crosstabulation
Physically active people generally are more mentally alert
Strongly
agree Agree
Age
20- Count
groups 30 %
within
Age
groups
16
34.0%
15
Undecided
Disagree
Strongly
disagree
Total
7
6
3
47
12.8%
6.4%
100.0%
31.9% 14.9%
69
%
within
Physical
ly active
people
generall
y are
more
mentally
alert
8.6%
13.2% 19.4%
30.0%
42.9%
12.9%
% of
Total
4.4%
4.1%
1.9%
1.6%
.8%
12.9%
103
66
22
11
4
206
31- Count
40 %
within
Age
groups
50.0%
32.0% 10.7%
5.3%
1.9%
100.0%
%
within
Physical
ly active
people
55.1%
generall
y are
more
mentally
alert
57.9% 61.1%
55.0%
57.1%
56.6%
% of
Total
28.3%
18.1%
6.0%
3.0%
1.1%
56.6%
59
27
7
2
0
95
62.1%
28.4%
7.4%
2.1%
.0%
100.0%
41- Count
50 %
within
Age
groups
70
%
within
Physical
ly active
people
31.6%
generall
y are
more
mentally
alert
23.7% 19.4%
% of
Total
16.2%
7.4%
7
10.0%
.0%
26.1%
1.9%
.5%
.0%
26.1%
6
0
0
0
13
53.8%
46.2%
.0%
.0%
.0%
100.0%
%
within
Physical
ly active
people
generall
y are
more
mentally
alert
3.7%
5.3%
.0%
.0%
.0%
3.6%
% of
Total
1.9%
1.6%
.0%
.0%
.0%
3.6%
2
0
0
1
0
3
66.7%
.0%
.0%
33.3%
.0%
100.0%
51- Count
60 %
within
Age
groups
60 Count
+ %
within
Age
groups
71
Total
%
within
Physical
ly active
people
generall
y are
more
mentally
alert
1.1%
.0%
.0%
5.0%
.0%
.8%
% of
Total
.5%
.0%
.0%
.3%
.0%
.8%
Count
187
114
36
20
7
364
%
within
Age
groups
51.4%
31.3%
9.9%
5.5%
1.9%
100.0%
100.0%
100.0%
1.9%
100.0%
%
within
Physical
ly active
people
100.0% 100.0% 100.0% 100.0%
generall
y are
more
mentally
alert
% of
Total
51.4%
31.3%
9.9%
5.5%
72
Table 20
Chi-Square Tests-Age group
Value
Asymp. Sig. (2sided)
df
29.225a
16
.022
Likelihood Ratio
29.834
16
.019
Linear-by-Linear
Association
14.945
1
.000
N of Valid Cases
364
Pearson Chi-Square
a. 8 cells (53.3%) have expected count less than 5. The minimum
expected count is .14.
Analysis Statement 5:
Table 17 shows parents opinion according to gender while Table 19 relates to the
parents perspective according to age group. Table 17 indicates that of the 363 parents
surveyed, 301 (83%) of the male 91(42.7%) and female 210(56.1%) parents strongly
agree/agree that physically active people are generally more mentally alert than less
active people. Table 19 indicates that a total of over 201(83%) of the surveys in all age
groups 20-30; 31(65.9%), 31-40; 169 (82.0%), 41-50; 86 (90.5%), 51-60; 13(100.0%)
and 61+ 2 (66.7%) strongly agree and agree that physical education should be one of the
courses dropped if needed. Table 18 (Gender Chi Square) shows a Pearson chi-square of
7.451 with a df = 4. Since the value 7.451 is not greater than the value of probability at
.05 (9.49), we cannot reject the null hypothesis. Table 20 shows a Pearson chi-square of
29.225 with a df = 16. Since the value 29.225 is not greater than that of the value of
probability at .05 (26.296) with a df = 16; we cannot reject the null hypothesis.
73
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.
Table 21
Gender * If needed, phys ed classes should be a dropped class Crosstabulation
If needed, phys ed classes should be a dropped class
Strongly
agree
Agree
Undecided
3
15
17
35
% within
Gender
2.6%
12.8%
14.5%
29.9%
40.2% 100.0%
% within If
needed, phys
ed classes
should be a
dropped class
15.8%
57.7%
30.4%
36.1%
28.5%
32.2%
% of Total
.8%
4.1%
4.7%
9.6%
12.9%
32.2%
Count
16
11
39
62
118
246
% within
Gender
6.5%
4.5%
15.9%
25.2%
48.0% 100.0%
% within If
needed, phys
ed classes
should be a
dropped class
84.2%
42.3%
69.6%
63.9%
71.5%
67.8%
% of Total
4.4%
3.0%
10.7%
17.1%
32.5%
67.8%
19
26
56
97
165
363
5.2%
7.2%
15.4%
26.7%
Count
Male
Gender
Female
Total
Count
% within
Gender
Dis- Strongly
agree disagree Total
47
117
45.5% 100.0%
74
% within If
needed, phys
ed classes
should be a
dropped class
% of Total
100.0%
100.0% 100.0% 100.0% 100.0% 100.0%
5.2%
7.2%
15.4%
26.7%
45.5% 100.0%
Strongly agree to agree 12.4% - Undecided 15.4% - Strongly disagree to disagree 72.2%
Table 22
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
Df
Pearson Chi-Square
11.877a
4
.018
Likelihood Ratio
11.591
4
.021
Linear-by-Linear
Association
.746
1
.388
N of Valid Cases
363
a. 0 cells (.0%) have expected count less than 5. The minimum
expected count is 6.12.
Table 23
Age groups * If needed, phys ed classes should be a dropped class
Crosstabulation
If needed, phys ed classes should be a dropped class
Strongly
agree Agree
Age
20- Count
groups 30 % within
Age
groups
Undecided
Dis- Strongly
agree disagree Total
5
2
6
8
10.6%
4.3%
12.8%
17.0%
26
47
55.3% 100.0%
75
% within
If needed,
phys ed
classes
29.4%
should be
a dropped
class
7.7%
10.7%
8.2%
15.6%
12.9%
% of Total 1.4%
.5%
1.6%
2.2%
7.1%
12.9%
5
12
36
69
84
206
2.4%
5.8%
17.5%
33.5%
40.8% 100.0%
% within
If needed,
phys ed
classes
29.4% 46.2% 64.3%
should be
a dropped
class
70.4%
50.3%
56.6%
% of Total 1.4%
31- Count
40 % within
Age
groups
3.3%
9.9%
19.0%
23.1%
56.6%
5
11
9
19
51
95
5.3%
11.6%
9.5%
20.0%
53.7% 100.0%
% within
If needed,
phys ed
classes
29.4% 42.3% 16.1%
should be
a dropped
class
19.4%
30.5%
26.1%
% of Total 1.4%
41- Count
50 % within
Age
groups
51- Count
1
3.0%
2.5%
5.2%
14.0%
26.1%
1
5
2
4
13
76
60 % within
Age
groups
7.7%
7.7%
38.5%
15.4%
30.8% 100.0%
% within
If needed,
phys ed
classes
should be
a dropped
class
5.9%
3.8%
8.9%
2.0%
2.4%
3.6%
% of Total
.3%
.3%
1.4%
.5%
1.1%
3.6%
1
0
0
0
2
3
33.3%
.0%
.0%
.0%
66.7% 100.0%
% within
If needed,
phys ed
classes
should be
a dropped
class
5.9%
.0%
.0%
.0%
1.2%
.8%
% of Total
.3%
.0%
.0%
.0%
.5%
.8%
Count
17
26
56
98
167
364
4.7%
7.1%
15.4%
26.9%
60 Count
+ % within
Age
groups
Total
% within
Age
groups
45.9% 100.0%
% within
If needed,
phys ed
classes
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
should be
a dropped
class
% of Total 4.7%
7.1%
15.4%
26.9%
45.9% 100.0%
77
Table 24
Chi-Square Tests-Age group
Value
Asymp. Sig. (2sided)
df
35.638a
16
.003
Likelihood Ratio
32.511
16
.009
Linear-by-Linear
Association
.616
1
.433
N of Valid Cases
364
Pearson Chi-Square
a. 7 cells (46.7%) have expected count less than 5. The minimum
expected count is .35.
Analysis Statement 6:
Table 21 shows parents opinion according to gender while Table 23 relates to the
parents perspective according to age group. Table 21 indicates that of the 363 parents
surveyed, 272 (75%) of the male 92(70.0%) and female 180(73.2%) parents strongly
disagree/disagree that physical education should be one of the subjects dropped if there is
a need to reduce courses in the curriculum. Table 23 indicates that a total of over 73% of
the surveys in all age groups 20-30 (62.3%), 31-40 (74.3%), 41-50 (73.7%), 51-60
(46.2%) and 61+ (66.7%) strongly disagree and disagree that physical education should
be one of the courses dropped if needed. Table 22 (Gender Chi Square) shows a Pearson
chi-square of 11.877 with a df = 4. Since the value 11.877 is greater than the value of
probability at .05 (9.49), we can reject the null hypothesis. Table 24 shows a Pearson chisquare of 35.638 with a df = 16. Since the value 25.638 is not greater than that of the
value of probability at .05 (26.296) with a df = 16; we cannot reject the null hypothesis.
78
Statement 7: Most students get all the exercise they need just doing normal daily activity.
Table 25
Gender * Most students get the exercise they need from normal activities
Crosstabulation
Most students get the exercise they need from normal
activities
Strongly
Strongly
agree Agree Undecided Disagree disagree Total
Male
Gender
Count
% within
Gender
4
13
16
58
25
116
3.4%
11.2%
13.8%
50.0%
21.6%
100.0
%
32.7%
40.8%
21.2% 32.1%
% within
Most
students get
the exercise
they need
21.1% 39.4%
from
normal
activities
% of Total
Female
Count
% within
Gender
1.1%
3.6%
4.4%
16.1%
6.9%
32.1%
15
20
33
84
93
245
6.1%
8.2%
13.5%
34.3%
38.0%
100.0
%
79
% within
Most
students get
the exercise
78.9% 60.6%
they need
from
normal
activities
67.3%
59.2%
78.8% 67.9%
% of Total
25.8% 67.9%
Total
4.2%
5.5%
9.1%
23.3%
19
33
49
142
118
361
5.3%
9.1%
13.6%
39.3%
32.7%
100.0
%
% within
Most
students get
the exercise
100.0
100.0%
they need
%
from
normal
activities
100.0%
100.0% 100.0%
100.0
%
13.6%
39.3%
100.0
%
Count
% within
Gender
% of Total
5.3%
9.1%
32.7%
Strongly agree to agree 14.4% - Undecided 13.6% - Strongly disagree to disagree 72.0%
80
Table 26
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
13.300a
4
.010
Likelihood Ratio
13.665
4
.008
Linear-by-Linear
Association
1.343
1
.246
N of Valid Cases
361
a. 0 cells (.0%) have expected count less than 5. The minimum
expected count is 6.11.
Table 27
Age groups * Most students get the exercise they need from normal
activities Crosstabulation
Most students get the exercise they need from normal
activities
Strongl
y agree Agree
Age
20groups 30
Undecided
Dis- Strongly
agree disagree
Total
Count
2
4
12
16
13
47
%
within
Age
groups
4.3%
8.5%
25.5%
34.0%
27.7%
100.0%
81
3140
41-
%
within
Most
students
get the
exercise
11.1% 11.8% 24.5%
they
need
from
normal
activitie
s
11.3%
10.9%
13.0%
% of
Total
.6%
1.1%
3.3%
4.4%
3.6%
13.0%
Count
9
12
29
82
73
205
%
within
Age
groups
4.4%
5.9%
14.1%
40.0%
35.6%
100.0%
%
within
Most
students
get the
exercise
50.0% 35.3% 59.2%
they
need
from
normal
activitie
s
57.7%
61.3%
56.6%
% of
Total
2.5%
3.3%
8.0%
22.7%
20.2%
56.6%
Count
6
14
6
38
31
95
82
50
5160
%
within
Age
groups
6.3%
14.7%
6.3%
40.0%
32.6%
100.0%
%
within
Most
students
get the
exercise
33.3% 41.2% 12.2%
they
need
from
normal
activitie
s
26.8%
26.1%
26.2%
% of
Total
1.7%
3.9%
1.7%
10.5%
8.6%
26.2%
Count
1
3
2
4
2
12
%
within
Age
groups
8.3%
25.0% 16.7%
33.3%
16.7%
100.0%
%
within
Most
students
get the
exercise
they
need
from
normal
activitie
s
5.6%
8.8%
2.8%
1.7%
3.3%
4.1%
83
% of
Total
.3%
.8%
.6%
1.1%
.6%
3.3%
0
1
0
2
0
3
%
within
Age
groups
.0%
33.3%
.0%
66.7%
.0%
100.0%
%
within
Most
students
get the
exercise
they
need
from
normal
activitie
s
.0%
2.9%
.0%
1.4%
.0%
.8%
% of
Total
.0%
.3%
.0%
.6%
.0%
.8%
18
34
49
142
119
362
5.0%
9.4%
13.5%
39.2%
32.9%
100.0%
60+ Count
Total Count
%
within
Age
groups
84
%
within
Most
students
get the
exercise
100.0% 100.0% 100.0% 100.0% 100.0%
they
need
from
normal
activitie
s
100.0%
% of
Total
100.0%
5.0%
9.4%
13.5%
39.2%
32.9%
Table 28
Chi-Square Tests-Age group
Value
Asymp. Sig. (2sided)
df
24.616a
16
.077
Likelihood Ratio
24.377
16
.082
Linear-by-Linear
Association
1.642
1
.200
N of Valid Cases
362
Pearson Chi-Square
a. 8 cells (53.3%) have expected count less than 5. The minimum
expected count is .12.
Analysis Statement 7:
Table 25 shows parents opinion according to gender while Table 27 relates to the
parents perspective according to age group. Table 25 indicates that of the 363 parents
surveyed, 260 (72%) of the male 83(71.6%) and female 177(72.3%) parents strongly
85
disagree/disagree that most students get all the exercise they need just doing normal daily
activities. Table 27 indicates that a total of over 72.1% of the surveys in all age groups
20-30 (61.7%), 31-40 (75.6%), 41-50 (72.6%), 51-60 (50.0%) and 61+ (66.7%) strongly
disagree and disagree that physical education should be one of the courses dropped if
needed. Table 26 (Gender Chi Square) shows a Pearson chi-square of 13.300 with a df =
4. Since the value 13.300 is greater than the value of probability at .05 (9.49), we can
reject the null hypothesis. Table 28 shows a Pearson chi-square of 24.616 with a df = 8.
Since the value 24.616 is not greater than that of the value of probability at .05 (26.296)
with a df = 16; we cannot reject the null hypothesis.
86
Statement 8: Physical education classes are just as important as academic classes
Table 29
Gender * Phys ed classes are just as important as academic classes
Crosstabulation
Phys ed classes are just as important as academic classes
Male
Gender
Female
Total
Agree
Undecided
Disagree
Strongly
disagree
Total
40
55
14
6
2
117
34.2%
47.0%
12.0%
5.1%
1.7%
100.0%
% within
Phys. ed
classes are just
30.1%
as important as
academic
classes
34.8%
32.6%
28.6%
25.0%
32.2%
% of Total
11.0%
15.2%
3.9%
1.7%
.6%
32.2%
93
103
29
15
6
246
% within
Gender
37.8%
41.9%
11.8%
6.1%
2.4%
100.0%
% within Phys
ed classes are
just as
important as
academic
classes
69.9%
65.2%
67.4%
71.4%
75.0%
67.8%
% of Total
25.6%
28.4%
8.0%
4.1%
1.7%
67.8%
133
158
43
21
8
363
36.6%
43.5%
11.8%
5.8%
2.2%
100.0%
Count
% within
Gender
Count
Count
% within
Gender
Strongly
agree
87
% within Phys
ed classes are
just as
100.0% 100.0% 100.0% 100.0%
important as
academic
classes
% of Total
36.6%
43.5%
11.8%
5.8%
100.0%
100.0%
2.2%
100.0%
Strongly agree to agree 80.1% - Undecided 11.8% - Strongly disagree to disagree 8.0%
Table 30
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
1.087a
4
.896
Likelihood Ratio
1.095
4
.895
Linear-by-Linear
Association
.001
1
.975
N of Valid Cases
363
a. 1 cells (10.0%) have expected count less than 5. The
minimum expected count is 2.58.
Table 31
Age groups * Phys ed classes are just as important as academic classes
Crosstabulation
Phys ed classes are just as important as academic
classes
Strongly
agree Agree
Age
20 Count
21
19
Undecided
2
Dis- Strongly
agree disagree Total
2
3
47
88
groups - % within
30 Age
groups
44.7%
40.4%
4.3%
4.3%
6.4%
100.0%
% within
Phys ed
classes are
just as
15.6%
important
as
academic
classes
12.0%
4.8%
9.5%
37.5%
12.9%
% of
Total
5.8%
5.2%
.5%
.5%
.8%
12.9%
72
85
31
14
4
206
35.0%
41.3%
15.0%
6.8%
1.9%
100.0%
% within
Phys ed
classes are
just as
53.3%
important
as
academic
classes
53.8%
73.8%
66.7%
50.0%
56.6%
% of
Total
19.8%
23.4%
8.5%
3.8%
1.1%
56.6%
35
49
7
3
1
95
36.8%
51.6%
7.4%
3.2%
1.1%
100.0%
31 Count
- % within
40 Age
groups
41 Count
- % within
50 Age
groups
89
% within
Phys ed
classes are
just as
25.9%
important
as
academic
classes
31.0%
16.7%
14.3%
12.5%
26.1%
% of
Total
9.6%
13.5%
1.9%
.8%
.3%
26.1%
5
5
2
1
0
13
4.8
5.6
1.5
.8
.3
13.0
38.5%
38.5%
15.4%
7.7%
.0%
100.0%
% within
Phys ed
classes are
just as
3.7%
important
as
academic
classes
3.2%
4.8%
4.8%
.0%
3.6%
% of
Total
1.4%
1.4%
.5%
.3%
.0%
3.6%
2
0
0
1
0
3
66.7%
.0%
.0%
33.3%
.0%
100.0%
51 Count
- Expected
60 Count
% within
Age
groups
60 Count
+ % within
Age
groups
90
Total
% within
Phys ed
classes are
just as
1.5%
important
as
academic
classes
.0%
.0%
4.8%
.0%
.8%
% of
Total
.5%
.0%
.0%
.3%
.0%
.8%
Count
135
158
42
21
8
364
37.1%
43.4%
11.5%
5.8%
2.2%
100.0%
% within
Age
groups
% within
Phys ed
classes are
just as
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
important
as
academic
classes
% of
Total
37.1%
43.4%
11.5%
5.8%
2.2%
100.0%
91
Table 32
Chi-Square Tests-Age group
Value
Asymp. Sig. (2sided)
df
21.602a
16
.156
Likelihood Ratio
21.021
16
.178
Linear-by-Linear
Association
.424
1
.515
N of Valid Cases
364
Pearson Chi-Square
a. 8 cells (53.3%) have expected count less than 5. The minimum
expected count is .12.
Analysis Statement 8:
Table 29 shows parents opinion according to gender while Table 31 relates to the
parents perspective according to age group. Table 29 indicates that of the 363 parents
surveyed, 291 (80%) of the male 95(71.2%) and female 196(79.7%) parents strongly
agree/agree that physical education classes are just as important as academic classes.
Table 31 indicates that a total of over 80.5% of the surveys in all age groups 20-30;
(85.1%), 31-40; 157 (76.3%), 41-50; 84 (88.4%), 51-60; 10 (77.0%) and 61+; 2 (66.7%)
strongly agree (37.1%) and agree (43.4%) that physical education should be one of the
courses dropped if needed. Table 30 (Gender Chi Square) shows a Pearson chi-square of
1.087 with a df = 4. Since the value 1.087 is not greater than the value of probability at
.05 (9.49), we cannot reject the null hypothesis. Table 32 shows a Pearson chi-square of
21.602 with a df = 16. Since the value 21.602 is not greater than that of the value of
probability at .05 (26.296) with a df = 16; we cannot reject the null hypothesis.
92
Statement 9: Physical activities are of major importance to my family’s life.
Table 33
Gender * Physical activities are of major importance to my family's life
Crosstabulation
Physical activities are of major importance to my
family's life
Strongly
agree Agree
Male
Gender
Count
Undecided
Strongly
Disagree disagree Total
Female
Total
48
56
6
4
2
116
% within Gender
41.4%
48.3%
5.2%
3.4%
1.7%
100.0%
% within Physical
activities are of
major importance
to my family's life
35.0%
32.0%
20.7%
22.2%
66.7%
32.0%
% of Total
13.3%
15.5%
1.7%
1.1%
.6%
32.0%
89
119
23
14
1
246
% within Gender
36.2%
48.4%
9.3%
5.7%
.4%
100.0%
% within Physical
activities are of
major importance
to my family's life
65.0%
68.0%
79.3%
77.8%
33.3%
68.0%
% of Total
24.6%
32.9%
6.4%
3.9%
.3%
68.0%
137
175
29
18
3
362
37.8%
48.3%
8.0%
5.0%
.8%
100.0%
Count
Count
% within Gender
% within Physical
activities are of
100.0% 100.0% 100.0% 100.0%
major importance
to my family's life
% of Total
37.8%
48.3%
8.0%
5.0%
100.0% 100.0%
.8%
100.0%
Strongly agree to agree 86.1% - Undecided 8.0% - Strongly disagree to disagree 5.8%
93
Table 34
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
4.729a
4
.316
Likelihood Ratio
4.770
4
.312
Linear-by-Linear
Association
1.100
1
.294
N of Valid Cases
362
a. 2 cells (20.0%) have expected count less than 5. The
minimum expected count is .96.
Table 35
Age groups * Physical activities are of major importance to my family's life
Crosstabulation
Physical activities are of major importance to my
family's life
Strongly
agree Agree
Age 20 Count
16
groups - % within Age
34.0%
30 groups
Undecided
Disa- Strongly
gree disagree Total
22
4
3
2
47
46.8%
8.5%
6.4%
4.3%
100.0%
% within
Physical
activities are
of major
11.6%
importance to
my family's
life
12.6%
13.3%
16.7%
66.7%
12.9%
% of Total
4.4%
6.0%
1.1%
.8%
.5%
12.9%
70
105
19
12
0
206
31 Count
94
- % within Age
34.0%
40 groups
51.0%
9.2%
5.8%
.0%
100.0%
% within
Physical
activities are
of major
50.7%
importance to
my family's
life
60.0%
63.3%
66.7%
.0%
56.6%
% of Total
28.8%
5.2%
3.3%
.0%
56.6%
41
6
3
1
95
43.2%
6.3%
3.2%
1.1%
100.0%
% within
Physical
activities are
of major
31.9%
importance to
my family's
life
23.4%
20.0%
16.7%
33.3%
26.1%
% of Total
11.3%
1.6%
.8%
.3%
26.1%
6
1
0
0
13
46.2%
7.7%
.0%
.0%
100.0%
19.2%
41 Count
44
- % within Age
46.3%
50 groups
12.1%
51 Count
6
- % within Age
46.2%
60 groups
% within
Physical
activities are
of major
importance to
my family's
life
4.3%
3.4%
3.3%
.0%
.0%
3.6%
% of Total
1.6%
1.6%
.3%
.0%
.0%
3.6%
2
1
0
0
0
3
61 Count
95
+ % within Age
66.7%
groups
33.3%
.0%
.0%
.0%
100.0%
Total
% within
Physical
activities are
of major
importance to
my family's
life
1.4%
.6%
.0%
.0%
.0%
.8%
% of Total
.5%
.3%
.0%
.0%
.0%
.8%
Count
138
175
30
18
3
364
48.1%
8.2%
4.9%
.8%
100.0%
% within Age
37.9%
groups
% within
Physical
activities are
of major
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
importance to
my family's
life
% of Total
37.9%
48.1%
8.2%
4.9%
.8%
100.0%
96
Table 36
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
df
16.133a
16
.444
Likelihood Ratio
15.518
16
.487
Linear-by-Linear
Association
6.583
1
.010
N of Valid Cases
364
Pearson Chi-Square
a. 9 cells (60.0%) have expected count less than 5. The minimum
expected count is .07.
Analysis Statement 9:
Table 33 shows parents opinion according to gender while Table 35 relates to the
parents perspective according to age group. Table 33 indicates that of the 363 parents
surveyed, 312 (86%) of the male 104 (89.7%) and female 208 (84.6%) parents strongly
agree/agree that physical activities are of major importance in their families lives. Table
35 indicates that a total of over 313 (80.5%) of the surveys in all age groups 20-30; 38
(80.8%), 31-40; 175 (85.0%), 41-50; 85 (89.5%), 51-60; 12 (92.4%) and 61+; 3 (100.0%)
strongly agree (37.9%) and agree (48.1%) that physical education should be one of the
courses dropped if needed. Table 34 (Gender Chi Square) shows a Pearson chi-square of
4.729 with a df = 4. Since the value 4.729 is not greater than the value of probability at
.05 (9.49), we cannot reject the null hypothesis. Table 36 shows a Pearson chi-square of
16.133 with a df = 16. Since the value 16.133 is not greater than that of the value of
probability at .05 (26.296) with a df = 16; we cannot reject the null hypothesis.
97
Statement 10: 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.
Table 37
Gender * Important objectives are learned in phys education
Crosstabulation
Important objectives are learned in phys education
Strongly
agree Agree
Male
Gender
Count
Undecided
Strongly
Disagree disagree Total
Female
Total
52
55
6
4
0
117
% within
Gender
44.4%
47.0%
5.1%
3.4%
.0%
100.0%
% within
Important
objectives are
learned in phys
education
28.4%
36.4%
31.6%
57.1%
.0%
32.3%
% of Total
14.4%
15.2%
1.7%
1.1%
.0%
32.3%
131
96
13
3
2
245
% within
Gender
53.5%
39.2%
5.3%
1.2%
.8%
100.0%
% within
Important
objectives are
learned in phys
education
71.6%
63.6%
68.4%
42.9%
% of Total
36.2%
26.5%
3.6%
.8%
.6%
67.7%
183
151
19
7
2
362
50.6%
41.7%
5.2%
1.9%
.6%
100.0%
Count
Count
% within
Gender
100.0% 67.7%
98
% within
Important
objectives are 100.0% 100.0% 100.0%
learned in phys
education
% of Total
50.6%
41.7%
100.0%
5.2%
1.9%
100.0% 100.0%
.6%
100.0%
Strongly agree to agree 92.3% - Undecided 5.2% - Strongly disagree to disagree 2.5%
Table 38
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
5.370a
4
.251
Likelihood Ratio
5.828
4
.212
Linear-by-Linear
Association
1.744
1
.187
N of Valid Cases
362
a. 4 cells (40.0%) have expected count less than 5. The
minimum expected count is .65.
Table 39
Age groups * Physical activities are of major importance to my family's life
Crosstabulation
Physical activities are of major importance to my
family's life
Age
20- Count
Strongly
agree
Agree
Undecided
16
22
4
Dis- Strongly
agree disagree Total
3
2
47
99
groups 30 % within
Age
groups
34.0%
46.8%
8.5%
6.4%
4.3%
100.0%
% within
Physical
activities
are of
major
importanc
e to my
family's
life
11.6%
12.6%
13.3%
16.7%
66.7%
12.9%
% of Total
4.4%
6.0%
1.1%
.8%
.5%
12.9%
70
105
19
12
0
206
34.0%
51.0%
9.2%
5.8%
.0%
100.0%
% within
Physical
activities
are of
major
importanc
e to my
family's
life
50.7%
60.0%
63.3%
66.7%
.0%
56.6%
% of Total
19.2%
28.8%
5.2%
3.3%
.0%
56.6%
44
41
6
3
1
95
46.3%
43.2%
6.3%
3.2%
1.1%
100.0%
31- Count
40 % within
Age
groups
41- Count
50 % within
Age
groups
100
% within
Physical
activities
are of
major
importanc
e to my
family's
life
31.9%
23.4%
20.0%
16.7%
33.3%
26.1%
% of Total
12.1%
11.3%
1.6%
.8%
.3%
26.1%
6
6
1
0
0
13
46.2%
46.2%
7.7%
.0%
.0%
100.0%
% within
Physical
activities
are of
major
importanc
e to my
family's
life
4.3%
3.4%
3.3%
.0%
.0%
3.6%
% of Total
1.6%
1.6%
.3%
.0%
.0%
3.6%
2
1
0
0
0
3
66.7%
33.3%
.0%
.0%
.0%
100.0%
51- Count
60 % within
Age
groups
60 Count
+ % within
Age
groups
101
Total
% within
Physical
activities
are of
major
importanc
e to my
family's
life
1.4%
.6%
.0%
.0%
.0%
.8%
% of Total
.5%
.3%
.0%
.0%
.0%
.8%
Count
138
175
30
18
3
364
% within
Age
groups
37.9%
48.1%
8.2%
4.9%
.8%
100.0%
% within
Physical
activities
are of
major
importanc
e to my
family's
life
100.0%
100.0% 100.0% 100.0% 100.0% 100.0%
% of Total
37.9%
48.1%
8.2%
4.9%
.8%
100.0%
102
Table 40
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
df
47.704a
16
.000
Likelihood Ratio
40.483
16
.001
Linear-by-Linear
Association
2.754
1
.097
N of Valid Cases
363
Pearson Chi-Square
a. 10 cells (66.7%) have expected count less than 5. The minimum
expected count is .05.
Analysis Statement 10:
Table 37 shows parents opinion according to gender while Table 39 relates to the
parents perspective according to age group. Table 37 indicates that of the 363 parents
surveyed, 312 (86%) of the male 104 (89.7%) and female 208 (84.6%) parents strongly
agree/agree that important objectives, such as cardiovascular development, strength and
flexibility, concepts of fair play and working together, and development of physical
skills, are acquired in physical education. Table 39 indicates that a total of over 313
(80.5%) of the surveys in all age groups 20-30; 38 (80.8%), 31-40; 175 (85.0%), 41-50;
85 (89.5%), 51-60; 12 (92.4%) and 61+; 3 (100.0%) strongly agree (37.9%) and agree
(48.1%) that physical education should be one of the courses dropped if needed. Table 38
(Gender Chi Square) shows a Pearson chi-square of 5.370 with a df = 4. Since the value
5.370 is not greater than the value of probability at .05 (9.49), we cannot reject the null
hypothesis. Table 40 shows a Pearson chi-square of 47.704 with a df = 16. Since the
103
value 47.704 is greater than that of the value of probability at .05 (26.296) with a df =
16; we can reject the null hypothesis.
104
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.
Table 41
Gender * 100 minutes a week is more than enough time for phys educ
Crosstabulation
100 minutes a week is more than enough time for phys
educ
Male
Gender
Female
T
o
t
a
l
Strongly
agree
Agree
Undecided
14
39
25
35
3
116
% within
Gender
12.1%
33.6%
21.6%
30.2%
2.6%
100.0%
% within
100 minutes
a week is
more than
enough time
for phys
educ
37.8%
33.1%
28.1%
35.7%
15.0%
32.0%
% of Total
3.9%
10.8%
6.9%
9.7%
.8%
32.0%
23
79
64
63
17
246
% within
Gender
9.3%
32.1%
26.0%
25.6%
6.9%
100.0%
% within
100 minutes
a week is
more than
enough time
for phys
educ
62.2%
66.9%
71.9%
64.3%
85.0%
68.0%
% of Total
6.4%
21.8%
17.7%
17.4%
4.7%
68.0%
37
118
89
98
20
362
Count
Count
Count
Dis- Strongly
agree disagree Total
105
% within
Gender
10.2%
32.6%
24.6%
27.1%
% within
100 minutes
a week is
more than
100.0%
enough time
for phys
educ
100.0%
100.0%
100.0% 100.0% 100.0%
% of Total
32.6%
24.6%
27.1%
10.2%
5.5%
5.5%
100.0%
100.0%
Strongly agree to agree 42.8% - Undecided 24.6% - Strongly disagree to disagree 32.6%
Table 42
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
Df
4.539a
4
.338
Likelihood Ratio
4.913
4
.296
Linear-by-Linear
Association
.794
1
.373
N of Valid Cases
362
Pearson Chi-Square
a. 0 cells (.0%) have expected count less than 5. The minimum
expected count is 6.41.
106
Table 43
Age groups * 100 minutes a week is more than enough time for phys educ
Crosstabulation
100 minutes a week is more than enough time for phys
educ
Strongly
agree Agree
Age 20 Count
9
groups 30 % within Age 19.1%
groups
Undecided
Dis- Strongly
agree disagree Total
12
12
6
8
47
25.5%
25.5%
12.8%
17.0% 100.0%
% within 100
minutes a
week is more
than enough
time for phys
educ
24.3%
10.3%
13.2%
6.1%
40.0%
12.9%
% of Total
2.5%
3.3%
3.3%
1.7%
2.2%
12.9%
60
63
51
9
204
29.4%
30.9%
25.0%
4.4%
100.0%
31 Count
21
40 % within Age 10.3%
groups
% within 100
minutes a
week is more
than enough
time for phys
educ
56.8%
51.3%
69.2%
52.0%
45.0%
56.2%
% of Total
5.8%
16.5%
17.4%
14.0%
2.5%
56.2%
41 Count
50 % within Age
groups
5
40
16
33
2
96
5.2%
41.7%
16.7%
34.4%
2.1%
100.0%
107
% within 100
minutes a
week is more
than enough
time for phys
educ
13.5%
34.2%
17.6%
33.7%
10.0%
26.4%
% of Total
1.4%
11.0%
4.4%
9.1%
.6%
26.4%
51 Count
60 % within Age
groups
1
5
0
6
1
13
7.7%
38.5%
.0%
46.2%
7.7%
100.0%
% within 100
minutes a
week is more
than enough
time for phys
educ
2.7%
4.3%
.0%
6.1%
5.0%
3.6%
% of Total
.3%
1.4%
.0%
1.7%
.3%
3.6%
0
0
2
0
3
.0%
.0%
66.7%
.0%
100.0%
60 Count
1
+
% within Age
33.3%
groups
Total
% within 100
minutes a
week is more
than enough
time for phys
educ
2.7%
.0%
.0%
2.0%
.0%
.8%
% of Total
.3%
.0%
.0%
.6%
.0%
.8%
Count
37
117
91
98
20
363
32.2%
25.1%
27.0%
5.5%
100.0%
% within Age
10.2%
groups
108
% within 100
minutes a
week is more
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
than enough
time for phys
educ
% of Total
10.2%
32.2%
25.1%
27.0%
5.5%
100.0%
Table 44
Chi-Square Tests-age Group
Value
Asymp. Sig. (2sided)
df
45.451a
16
.000
Likelihood Ratio
46.236
16
.000
Linear-by-Linear
Association
.352
1
.553
N of Valid Cases
363
Pearson Chi-Square
a. 6 cells (40.0%) have expected count less than 5. The minimum
expected count is .44.
Analysis Statement 11:
Table 41 shows parents opinion according to gender while Table 43 relates to the
parents perspective according to age group. Table 41 indicates that of the 362 parents
surveyed, 118 (33%) of the male 104 (32.8%) and female 208 (32.5%) parents strongly
disagree/disagree that 100 minutes a week, 50 minutes twice a week, is enough time for
their child to be in physical education. There were also a high percentage of undecided
surveyors 89(24.6%), 21.6% males and 26% females, who were unsure of their
preference towards the length of time to be spent in physical education within a week’s
period. Table 43 indicates that a total of over 118 (33.0%) of the surveys in all age groups
109
20-30; 14 (29.8%), 31-40; 60 (29.4%), 41-50; 35 (36.5%), 51-60; 7 (53.9%) and 61+; 3
(66.7%) strongly disagree (5.5%) and disagree (27.0%) that physical education should be
one of the courses dropped if needed. Table 43 also showed a high percentage of
undecided surveyors (73.1) with 25.5% of ages 20-30, 30.9% ages 31-40, and 16.7% ages
41-50. Table 42 (Gender Chi Square) shows a Pearson chi-square of 4.539 with a df = 4.
Since the value 4.539 is not greater than the value of probability at .05 (9.49), we cannot
reject the null hypothesis. Table 44 shows a Pearson chi-square of 45.451 with a df = 16.
Since the value 45.451 is greater than that of the value of probability at .05 (26.296) with
a df = 16; we can reject the null hypothesis. The undecided votes indicate a high level of
parents who are torn between increasing the minutes available for physical education,
leaving the time as it is or even decreasing the available allotted time for physical
education.
.
110
Statement 12: Physical education at the elementary school level, can help build a
foundation towards a lifestyle of health and fitness.
Table 45
Gender * Physical ed in elementary school builds health & fitness
foundations Crosstabulation
Physical ed in elementary school builds health & fitness
foundations
Strongly
agree Agree
Male
Gender
Count
Undecided
Disagree
Strongly
disagree
Total
Female
54
51
9
2
0
116
% within
Gender
46.6%
44.0%
7.8%
1.7%
.0%
100.0%
% within
Physical ed
in
elementary
school
builds
health &
fitness
foundations
27.6%
39.2%
34.6%
33.3%
.0%
32.0%
% of Total
14.9%
14.1%
2.5%
.6%
.0%
32.0%
142
79
17
4
4
246
% within
Gender
57.7%
32.1%
6.9%
1.6%
1.6%
100.0%
% within
Physical ed
in
elementary
school
builds
health &
fitness
foundations
72.4%
60.8%
65.4%
66.7%
100.0%
68.0%
Count
111
% of Total
Total
Count
% within
Gender
39.2%
21.8%
4.7%
1.1%
1.1%
68.0%
196
130
26
6
4
362
54.1%
35.9%
7.2%
1.7%
1.1%
100.0%
% within
Physical ed
in
elementary
school
100.0% 100.0% 100.0% 100.0%
builds
health &
fitness
foundations
% of Total
54.1%
35.9%
7.2%
1.7%
100.0% 100.0%
1.1%
100.0%
Strongly agree to agree 90.0% - Undecided 7.2% - Strongly disagree to disagree 2.8%
112
Table 46
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
6.870a
4
.143
Likelihood Ratio
8.019
4
.091
Linear-by-Linear
Association
.687
1
.407
N of Valid Cases
362
a. 4 cells (40.0%) have expected count less than 5. The
minimum expected count is 1.28.
Table 47
Age groups * Physical ed in elementary school builds health & fitness
foundations Crosstabulation
Physical ed in elementary school builds health & fitness
foundations
Age
20- Count
groups 30 % within
Age
groups
Strongly
agree
Agree
Undecided
Dis- Strongly
agree disagree Total
24
18
1
0
3
46
52.2%
39.1%
2.2%
.0%
6.5%
100.0%
113
% within
Physical
ed in
elementar
y school
builds
health &
fitness
foundation
s
12.2%
13.7%
3.8%
.0%
75.0%
12.7%
% of Total
6.6%
5.0%
.3%
.0%
.8%
12.7%
99
76
24
5
0
204
48.5%
37.3%
11.8%
2.5%
.0%
100.0%
% within
Physical
ed in
elementar
y school
builds
health &
fitness
foundation
s
50.5%
58.0%
92.3%
83.3%
.0%
56.2%
% of Total
27.3%
20.9%
6.6%
1.4%
.0%
56.2%
65
30
1
0
1
97
67.0%
30.9%
1.0%
.0%
1.0%
100.0%
31- Count
40 % within
Age
groups
41- Count
50 % within
Age
groups
114
% within
Physical
ed in
elementar
y school
builds
health &
fitness
foundation
s
33.2%
22.9%
3.8%
.0%
25.0%
26.7%
% of Total
17.9%
8.3%
.3%
.0%
.3%
26.7%
6
7
0
0
0
13
46.2%
53.8%
.0%
.0%
.0%
100.0%
% within
Physical
ed in
elementar
y school
builds
health &
fitness
foundation
s
3.1%
5.3%
.0%
.0%
.0%
3.6%
% of Total
1.7%
1.9%
.0%
.0%
.0%
3.6%
2
0
0
1
0
3
66.7%
.0%
.0%
33.3%
.0%
100.0%
51- Count
60 % within
Age
groups
60 Count
+ % within
Age
groups
115
Total
% within
Physical
ed in
elementar
y school
builds
health &
fitness
foundation
s
1.0%
.0%
.0%
16.7%
.0%
.8%
% of Total
.6%
.0%
.0%
.3%
.0%
.8%
Count
196
131
26
6
4
363
54.0%
36.1%
7.2%
1.7%
1.1%
100.0%
% within
Age
groups
% within
Physical
ed in
elementar
y school
100.0%
builds
health &
fitness
foundation
s
100.0% 100.0% 100.0% 100.0% 100.0%
% of Total
36.1%
54.0%
7.2%
1.7%
1.1%
100.0%
Table 48
Chi-Square Tests-Age group
Value
Pearson Chi-Square
Likelihood Ratio
Asymp. Sig. (2sided)
df
57.707a
16
.000
46.396
16
.000
116
Linear-by-Linear
Association
4.791
N of Valid Cases
363
1
.029
a. 10 cells (66.7%) have expected count less than 5. The minimum
expected count is .07.
Analysis Statement 12:
Table 45 shows parents opinion according to gender while Table 47 relates to the
parents perspective according to age group. Table 45 indicates that of the 362 parents
surveyed, 326 (90%) of the male 105 (90.6%) and female 221 (89.8%) parents strongly
agree/agree that physical education help build a foundation towards a lifestyle of health
and fitness at the elementary school level. Table 47 indicates that a total of over 327
(90.0%) of the surveys in all age groups 20-30; 42(91.3%), 31-40; 175(85.0%), 41-50;
95(99.9%), 51-60; 13(100.0%) and 61+; 2(66.7%) strongly agree (54.0%) and agree
(36.1%) that physical education should be one of the courses dropped if needed. Table 46
(Gender Chi Square) shows a Pearson chi-square of 6.870 with a df = 4. Since the value
6.870 is not greater than the value of probability at .05 (9.49), we cannot reject the null
hypothesis. Table 48 shows a Pearson chi-square of 57.707 with a df = 16. Since the
value 57.707 is greater than that of the value of probability at .05 (26.296) with a df =
16; we can reject the null hypothesis.
117
Statement 13: I am very knowledgeable of what my child is doing in physical education.
Table 49
Gender * I am knowledgeable of what my child is doing in physical educ.
Crosstabulation
I am knowledgeable of what my child is doing in
physical educ.
Strongly
agree Agree
Male
Gender
Count
Undecided
Dis- Strongly
agree disagree
Total
Female
Total
20
70
14
13
0
117
17.1%
59.8%
12.0%
11.1%
.0%
100.0%
% within I am
knowledgeable of
what my child is 25.6%
doing in physical
educ.
37.8%
38.9%
22.0%
.0%
32.2%
% of Total
5.5%
19.3%
3.9%
3.6%
.0%
32.2%
58
115
22
46
5
246
23.6%
46.7%
8.9%
18.7%
2.0%
100.0%
% within I am
knowledgeable of
what my child is 74.4%
doing in physical
educ.
62.2%
61.1%
78.0% 100.0% 67.8%
% of Total
16.0%
31.7%
6.1%
12.7%
1.4%
67.8%
78
185
36
59
5
363
21.5%
51.0%
9.9%
16.3%
1.4%
100.0%
% within Gender
Count
% within Gender
Count
% within Gender
% within I am
knowledgeable of
what my child is 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
doing in physical
educ.
% of Total
21.5%
51.0%
9.9%
16.3%
1.4%
100.0%
118
Strongly agree to Agree 72.5% - Undecided 9.9% - Strongly disagree to disagree 17.7%
Table 50
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
10.131
a
4
.038
Likelihood Ratio
11.811
4
.019
Linear-by-Linear
Association
1.068
1
.301
N of Valid Cases
363
a. 2 cells (20.0%) have expected count less than 5. The
minimum expected count is 1.61.
Table 51
Age groups * I am knowledgeable of what my child is doing in physical educ.
Crosstabulation
I am knowledgeable of what my child is doing in
physical educ.
Strongly
agree Agree
Age
20- Count
groups 30 % within
Age groups
Undecided
Dis- Strongly
agree disagree Total
13
17
6
10
1
47
27.7%
36.2%
12.8%
21.3%
2.1%
100.0%
% within I
am
knowledgea
ble of what
16.9%
my child is
doing in
physical
educ.
9.1%
16.2%
16.9%
20.0%
12.9%
119
% of Total
3.6%
4.7%
1.6%
2.7%
.3%
12.9%
40
102
23
36
3
204
19.6%
50.0%
11.3%
17.6%
1.5%
100.0%
% within I
am
knowledgea
ble of what
51.9%
my child is
doing in
physical
educ.
54.8%
62.2%
61.0%
60.0%
56.0%
% of Total
11.0%
28.0%
6.3%
9.9%
.8%
56.0%
19
58
6
13
1
97
19.6%
59.8%
6.2%
13.4%
1.0%
100.0%
% within I
am
knowledgea
ble of what
24.7%
my child is
doing in
physical
educ.
31.2%
16.2%
22.0%
20.0%
26.6%
% of Total
5.2%
15.9%
1.6%
3.6%
.3%
26.6%
4
7
2
0
0
13
30.8%
53.8%
15.4%
.0%
.0%
100.0%
31- Count
40 % within
Age groups
41- Count
50 % within
Age groups
51- Count
60 % within
Age groups
120
% within I
am
knowledgea
ble of what
my child is
doing in
physical
educ.
5.2%
3.8%
5.4%
.0%
.0%
3.6%
% of Total
1.1%
1.9%
.5%
.0%
.0%
3.6%
1
2
0
0
0
3
33.3%
66.7%
.0%
.0%
.0%
100.0%
% within I
am
knowledgea
ble of what
my child is
doing in
physical
educ.
1.3%
1.1%
.0%
.0%
.0%
.8%
% of Total
.3%
.5%
.0%
.0%
.0%
.8%
Count
77
186
37
59
5
364
21.2%
51.1%
10.2%
16.2%
1.4%
100.0%
60 Count
+ % within
Age groups
Total
% within
Age groups
% within I
am
knowledgea
ble of what
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
my child is
doing in
physical
educ.
% of Total
21.2%
51.1%
10.2%
16.2%
1.4%
100.0%
121
Table 52
Chi-Square Tests-Age group
Value
Asymp. Sig. (2sided)
df
13.062a
16
.668
Likelihood Ratio
16.253
16
.435
Linear-by-Linear
Association
3.969
1
.046
N of Valid Cases
364
Pearson Chi-Square
a. 7 cells (46.7%) have expected count less than 5. The minimum
expected count is .12.
Analysis Statement 13:
Table 49 shows parents opinion according to gender while Table 51 relates to the
parents perspective according to age group. Table 49 indicates that of the 363 parents
surveyed, 263(72.5%) of the male 90(76.9%) and female 173(70.3%) parents strongly
agree/agree that they are very knowledgeable about what their child/ren are doing in
physical education. Table 51 indicates that a total of over 263(72.5%) of the surveys in
all age groups 20-30; 30(63.8%), 31-40; 142(69.6%), 41-50; 77(79.4%), 51-60;
11(84.6%) and 61+; 3(100.0%) strongly agree (21.2%) and agree (51.1%) that physical
education should be one of the courses dropped if needed. Table 50 (Gender Chi Square)
shows a Pearson chi-square of 10.131 with a df = 4. Since the value 10.131 is greater than
the value of probability at .05 (9.49), we can reject the null hypothesis. Table 52 (age
group Chi-square) shows a Pearson chi-square of 13.062 with a df = 16. Since the value
122
13.062 is less than that of the value of probability at .05 (26.296) with a df = 16; we
cannot reject the null hypothesis.
123
Statement 14: More can be gained for my child, if a qualified physical education
instructor, instead of a classroom teacher, teaches them.
Table 53
Gender * A qualified physical educ teacher is more valuable than a
classroom instructor Crosstabulation
A qualified physical educ teacher is more valuable than a
classroom instructor
Strongly
agree
Agree
Undecided
42
53
18
3
0
116
% within
Gender
36.2%
45.7%
15.5%
2.6%
.0%
100.0%
% within A
qualified
physical educ
teacher is
more valuable
than a
classroom
instructor
24.6%
43.8%
42.9%
13.6%
.0%
32.1%
% of Total
11.6%
14.7%
5.0%
.8%
.0%
32.1%
129
68
24
19
5
245
% within
Gender
52.7%
27.8%
9.8%
7.8%
2.0%
100.0%
% within A
qualified
physical educ
teacher is
more valuable
than a
classroom
instructor
75.4%
56.2%
57.1%
86.4% 100.0% 67.9%
% of Total
35.7%
18.8%
6.6%
5.3%
Count
Male
Gender
Count
Dis- Strongly
agree disagree Total
Female
1.4%
67.9%
124
Count
Total
171
121
42
22
5
361
% within
Gender
47.4%
33.5%
11.6%
6.1%
1.4%
100.0%
% within A
qualified
physical educ
teacher is
more valuable
than a
classroom
instructor
100.0%
100.0% 100.0% 100.0% 100.0% 100.0%
% of Total
47.4%
33.5%
11.6%
6.1%
1.4%
100.0%
Strongly agree to agree 80.9% - Undecided 11.6% - Strongly disagree to disagree 7.5%
Table 54
Chi-Square Tests-Gender
Value
Asymp. Sig.
(2-sided)
df
Pearson Chi-Square
20.084a
4
.000
Likelihood Ratio
21.900
4
.000
Linear-by-Linear
Association
.278
1
.598
N of Valid Cases
361
a. 2 cells (20.0%) have expected count less than 5. The
minimum expected count is 1.61.
125
Table 55
Age groups * A qualified physical educ teacher is more valuable than a
classroom instructor Crosstabulation
A qualified physical educ teacher is more valuable than a
classroom instructor
Strongly
agree
Age 20 Count
groups 30 % within
Age
groups
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
% of
Total
31 Count
40 % within
Age
groups
Agree
Undecided
Dis- Strongly
agree disagree Total
20
15
6
3
3
47
42.6%
31.9%
12.8%
6.4%
11.6%
12.5%
14.0%
13.6%
60.0%
13.0%
5.5%
4.1%
1.7%
.8%
.8%
13.0%
87
70
27
16
2
202
43.1%
34.7%
13.4%
7.9%
6.4% 100.0%
1.0% 100.0%
126
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
50.6%
58.3%
62.8%
72.7%
40.0%
55.8%
% of
Total
24.0%
19.3%
7.5%
4.4%
.6%
55.8%
56
30
9
2
0
97
57.7%
30.9%
9.3%
2.1%
.0% 100.0%
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
32.6%
25.0%
20.9%
9.1%
.0%
26.8%
% of
Total
15.5%
8.3%
2.5%
.6%
.0%
26.8%
7
5
1
0
0
13
53.8%
38.5%
7.7%
.0%
41 Count
50 % within
Age
groups
51 Count
60 % within
Age
groups
.0% 100.0%
127
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
4.1%
4.2%
2.3%
.0%
.0%
3.6%
% of
Total
1.9%
1.4%
.3%
.0%
.0%
3.6%
2
0
0
1
0
3
66.7%
.0%
.0%
33.3%
1.2%
.0%
.0%
4.5%
.0%
.8%
% of
Total
.6%
.0%
.0%
.3%
.0%
.8%
Count
172
120
43
22
5
362
47.5%
33.1%
11.9%
6.1%
60 Count
+
% within
Age
groups
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
Total
% within
Age
groups
.0% 100.0%
1.4% 100.0%
128
% within
A
qualified
physical
educ
teacher is
more
valuable
than a
classroom
instructor
% of
Total
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
47.5%
33.1%
11.9%
6.1%
1.4% 100.0%
Table 56
Chi-Square Tests-Age Group
Value
Asymp. Sig. (2sided)
df
24.938a
16
.071
Likelihood Ratio
23.449
16
.102
Linear-by-Linear
Association
8.321
1
.004
N of Valid Cases
362
Pearson Chi-Square
a. 8 cells (53.3%) have expected count less than 5. The minimum
expected count is .09.
Analysis Statement 14:
Table 53 shows parents opinion according to gender while Table 55 relates to the
parents perspective according to age group. Table 53 indicates that of the 361 parents
surveyed, 292(81.0%) of the male 95(91.9%) and female 197(80.5%) parents strongly
129
agree/agree that a qualified instructor is preferred over a classroom teacher for instructing
physical education. Table 55 indicates that a total of over 292(81.0%) of the surveys in
all age groups 20-30; 35(74.5%), 31-40; 157(77.8%), 41-50; 86(88.6%), 51-60;
12(92.3%) and 61+; 2(66.7%) strongly agree (21.2%) and agree (51.1%) that physical
education should be one of the courses dropped if needed. Table 54 (Gender Chi Square)
shows a Pearson chi-square of 20.084 with a df = 4. Since the value 20.084 is greater than
the value of probability at .05 (9.49), we can reject the null hypothesis. Table 56 (Age
group chi-square) shows a Pearson chi-square of 24.938 with a df = 16. Since the value
24.938 is less than that of the value of probability at .05 (26.296) with a df = 16; we
cannot reject the null hypothesis.
130
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 to highest, or most
important to (1) being the lowest value or least important?
English__,History__,Math__,Physical Education__,Science__
Table 57
Descriptive Statistics
Std.
Deviation Minimum Maximum
N
Mean
Rate the importance
of English
362
3.94
1.423
1
5
Rate the importance
of history
362
3.23
1.517
1
5
Rate the importance
of math
362
4.10
1.268
1
5
Rate the importance
of physical education
362
3.36
1.512
1
5
Rate the importance
of science
361
3.52
1.331
1
5
Analysis Statement 15 - Descriptive Statistics
Table 57 indicates that a low standard deviation indicates that the data points tend
to be very close to the same value (the mean), while high standard deviation indicates that
the data are spread out over a large range of values. According to the values of the mean
and standard deviation, Math indicates highest in rank of importance followed by
Science, English, Physical Education and History.
131
Table 58
Rate the importance of English
Frequency
Percent
Valid Percent
Cumulative
Percent
1
44
10.8
12.2
12.2
2
27
6.7
7.5
19.6
3
32
7.9
8.8
28.5
4
63
15.5
17.4
45.9
5
196
48.3
54.1
100.0
Total
362
89.2
100.0
Missing System
44
10.8
Total
406
100.0
Valid
Analysis Statement 15 - English:
Table 58 indicates that 48.3% of the parents consider English more
important than other subjects within the curriculum (i.e., History, Math, Physical
Education and Science).
132
Table 59
Rate the importance of History
Frequency
Percent
Valid Percent
Cumulative
Percent
1
73
18.0
20.2
20.2
2
54
13.3
14.9
35.1
3
60
14.8
16.6
51.7
4
65
16.0
18.0
69.6
5
110
27.1
30.4
100.0
Total
362
89.2
100.0
Missing System
44
10.8
Total
406
100.0
Valid
Analysis Statement 15 - History:
Table 59 indicates that 27.1% of the parents consider History more
important than other subjects within the curriculum (i.e., English, Math, Physical
Education and Science).
133
Table 60
Rate the importance of Math
Frequency
Percent
Valid Percent
Cumulative
Percent
1
24
5.9
6.6
6.6
2
35
8.6
9.7
16.3
3
25
6.2
6.9
23.2
4
75
18.5
20.7
43.9
5
203
50.0
56.1
100.0
Total
362
89.2
100.0
Missing System
44
10.8
Total
406
100.0
Valid
Analysis Statement 15 - Math:
Table 60 indicates that 50% of the parents consider Math more important
than other subjects within the curriculum (i.e., English, History, Physical Education and
Science).
134
Table 61
Rate the importance of Physical Education
Frequency
Percent
Valid Percent
Cumulative
Percent
1
66
16.3
18.2
18.2
2
48
11.8
13.3
31.5
3
63
15.5
17.4
48.9
4
60
14.8
16.6
65.5
5
125
30.8
34.5
100.0
Total
362
89.2
100.0
Missing System
44
10.8
Total
406
100.0
Valid
Analysis Statement 15 - Physical Education:
Table 61 indicates that 30.8% of the parents consider Physical Education
more important than other subjects within the curriculum (i.e., English, History, Math
and Science).
135
Table 62
Rate the importance of Science
Frequency
Percent
Valid Percent
Cumulative
Percent
1
35
8.6
9.7
9.7
2
48
11.8
13.3
23.0
3
95
23.4
26.3
49.3
4
62
15.3
17.2
66.5
5
121
29.8
33.5
100.0
Total
361
88.9
100.0
Missing System
45
11.1
Total
406
100.0
Valid
Analysis Statement 15 - Science:
Table 62 indicates that 29.8% of the parents consider Science more
important than other subjects within the curriculum (i.e., English, History, Math, Physical
Education and Science).
136
Table 63
Ranks-Gender
Gender
Rate the importance Male
of English
Female
Total
Rate the importance Male
of history
Female
Total
Rate the importance Male
of math
Female
Total
Rate the importance Male
of physical education Female
Total
Rate the importance Male
of science
Female
Total
N
Mean Rank Sum of Ranks
109
176.78
19269.50
241
174.92
42155.50
109
178.58
19465.50
241
174.11
41959.50
109
179.29
19542.50
241
173.79
41882.50
109
171.75
18720.50
241
177.20
42704.50
108
180.29
19471.00
241
172.63
41604.00
350
350
350
350
349
Analysis Statement 15 - Gender:
Table 63 indicates that even though the number of female parents doubled the
number of male responses, there was not a significant difference in how each gender
viewed the importance of subjects within the elementary school curriculum.
137
Table 64
Ranks-Age Group
Age
groups
Rate the importance of
English
45
174.98
31-40
195
179.86
41-50
97
170.70
51-60
11
157.82
3
178.67
Total
351
20-30
45
177.33
31-40
195
165.02
41-50
97
195.98
51-60
11
163.55
3
269.67
60+
Rate the importance of
math
Total
351
20-30
45
177.92
31-40
195
176.44
41-50
97
176.42
51-60
11
155.05
3
181.67
60+
Rate the importance of
physical education
Total
351
20-30
45
184.91
31-40
195
161.86
41-50
97
197.79
51-60
11
166.59
3
291.50
60+
Rate the importance of
science
Mean Rank
20-30
60+
Rate the importance of
history
N
Total
351
20-30
45
162.48
31-40
194
168.97
138
41-50
97
194.84
51-60
11
156.68
3
237.00
60+
Total
350
Analysis Statement 15 - Age Group:
Table 64 indicates that there were a greater number of responses from the age
group of 31-40 (55%) years of age. Of the 350 total responses 56% of the responses fell
within this age group followed by 41-50 (28%), 20-30 (13%), 51-60 (3%), and 60+ (1%).
Chapter Summary
The results of this study verify that parents view physical education as an intricate
and valuable part of their child’s education. Questions 1,4, 6, 8, 11, 12, 13, 14, and 15
were designed to understand parent’s perspective on physical education and it’s
importance within the curriculum. All questions determined that parents consider
physical education should be included in the curriculum. Parents’ also determined that
even though physical education in very important for the well being of their child/ren,
they fall short on placing physical education above all other academic subjects. As a
number of parents responded on their surveys, even though they were asked not to, that
physical education and all other subjects should be offered together to provide a holistic
approach to education. Parents’ further responded by saying that no subject is less, or
more, important than another. Many parents refused to answer the question but left a
written statement on how they believe it was not a question of which was most or least
139
important, but that all subjects should be equally available for their child’s education.
Furthermore, because of pressures placed on administration to stress reading,
comprehension and math, those subjects took precedence over other “supportive”
academics and are viewed as less important by administration. Questions
1,4,8,11,12,13,14,and 15 including question 2,3,5,9,and 10 were to address agree to
strongly agree segment of the survey while questions 6 and 7 addressed the strongly
disagree and disagree segments. It is apparent that parents perceive physical education to
be important or just as important as other academics according to the results in Tables 5761. In research conducted by NASPE (2003), parents were asked to rate the importance
of Physical Education compared with other subjects. For all subjects, more than half of
the parents think Physical Education is at least equal in importance. The results are little
different among the most affluent and best-educated parents. Eighty-four percent of
parents think Physical Education is at least as important as Art; 29% think it is more
important. More than eight in ten (82%) think Physical Education is at least equal in
importance to Music; 27% think it is more important. They continue by indicating that
nearly three in four parents (72%) think Physical Education is at least as important as a
foreign language; 29% think it is more important. More than seven in ten (72%) think
Physical Education is at least equal in importance as computers; 22% think it is more
important. Six in ten parents (61%) think Physical Education is at least equal in
importance to Science; 11% think it is more important. More than half of parents (56%)
think Physical Education is at least as important as Math; 11% think it is more important.
140
More than half (54%) think Physical Education is at least as important as English; 10%
think it is more important.
141
Chapter 5
DISCUSSION
This study was designed to ascertain parents’ perspective on the importance of
physical education at the elementary school level. In Chapter One there were three
hypothesis formed to generate information on parents perspective on the importance of
physical education at the elementary school level. Statistically analyzed data was
analyzed through chi-square tests analysis where a df  .05 is significant. The analysis
was carried out by gathering information from surveys obtained from parents on their
perspectives according to gender and age groups on how they viewed physical education
and its importance in their child/ren curriculum.
Results from hypothesis one, that parents will generally respond with a positive
attitude towards physical education and physical activity in the elementary school
curriculum, indicated a very positive response towards physical education as a whole and
also concerning the inclusion of physical education into their child’s academics. This is
indicated in statements 1, 2, 3, 4, 5, 7, 9, 10, & 12. In all of these statements parents
strongly agreed and agreed that physical education and physical activity are an important
part of their child’s curriculum and daily life.
Results from hypothesis two, which indicated that there would be no significant
difference in the way parents feel about 100 minutes a week, 50 minutes twice a week,
being more than enough time for my child to spend in physical education as opposed to
increasing the time allotted for physical education classes. The results from this survey
142
were inconclusive and did not support the idea that parents were ready to allow physical
education to increase the time from 100 minutes per week to possible more. This study
indicated that parents, Gender (42.8%) and Age Group (42.4), agreed that 100 minutes
was enough time for physical education in the curriculum. This study also indicated that
there were a high percentage, Gender (24.6%) and Age Group (25.1%), of undecided
surveyors who were uncertain on the issue of 100 minutes being enough time to allot for
physical education classes per week. (Murnan et al. 2006) has implied that 100% of the
parents in his study believe physical education should be provided to elementary student
each week and allotted a weekly average of 109 minutes per week for physical education.
Research indicates that parents perceive the amount of time spent in physical education
(mean = 109 minutes) to be lower than the minimum amount established by national
authorities, 150 minutes a week for elementary school children (Morgan & Hansen
2007). Parents do recognize the importance of physical education within their child/ren
curriculum; they are still hesitant to increase the time allotted per week. This could
possibly be due to the increases unawareness by parents on the benefits of fitness and
physical activity and its correlation with increased academic achievements and student
awareness. Even though 42.8% of the surveyors agreed that 100 minutes was enough
time for their child to be in physical education per week, 32.6% strongly disagreed or
disagreed with the idea of 100 minutes being enough time for physical education in the
curriculum. A study conducted by (Tremarche et al., 2007) showed that students who
received more hours of physical education than students who didn’t scored significantly
higher on the English, Language Arts (ELA) test. A study conducted by (Chomitz et al.,
143
2009), indicated a significant relationship between physical fitness and academic
achievement. Their results demonstrated a significantly positive relationship between
fitness, Math and English. By increasing the time allowed for physical education, other
academics, which were considered just as important, would have to reduce in duration, or
possible, extend the school day to allow for expansion of all subject areas. Observation
results from the Trois Rivieres study, according to (Coe et al., 2006), suggests that
students who received an hour of physical education per day in addition to the standard
physical education class (one-day/week for 40 min) showed better academic performance
compared with control subjects who only had the standard physical education class.
Furthermore, research where additional time during the school day was allocated to
physical education programs showed similar results, demonstrating that decreasing time
spent in academic programs did not adversely affect the academic performance of the
students (Trudeau and Shephard, 2009).
Hypothesis three which states, there will be no significant difference in the way
parents view physical education in the elementary curriculum as opposed to other
academic subjects, i.e., math, science, and literature, did not prove to be significant.
Parents viewed physical education and other academic subject to be equally important.
Although physical education was considered to be of importance, eliminating other
academic subject or increasing the time allocated for physical education during a regular
school day was not acceptable. This was evident in the responses to statements 6, 8, and
15. In statements 1, 4, and 8, parents agreed that physical education is as important as
other academic subjects within the curriculum. In statements 1, 4 and 6, Gender rejected
144
the null hypothesis while age Group failed to reject the null hypothesis. In statement 8,
both Gender and Age Group failed to reject the null hypothesis. Statement six showed a
strong disagreement and disagreement, Gender (72.2%) and Age group (72.8%) that if
there was a need to drop a subject from the curriculum; physical education should be the
one that is dropped. Parents emphasized that even though they felt strongly about all
academic subjects; there should never be a case where any subject is dropped. Parents
stated that physical education should only be dropped if there are no other alternatives to
solving the budget crisis faced by many districts. Parents strongly support the idea that
physical education along with all other academics presented a holistic approach to
education which is what they expected for their child/ren who attends school. Statement
15 identified physical education as the third strongest subject within the curriculum
according to parents. This indicates a need for fitness and health within the curriculum
for all children at the elementary school level.
The fourth hypothesis which states there will be no significant difference in the
way parents’ view a qualified physical education instructor (specialist) compared to a
classroom teacher as it pertains to instructions given to students to enhance fitness and
health in their children did prove to be significant. In statement 14, the numbers of agree
and totally agree, for both gender and age group, showed a significant support for
qualified instruction over classroom teachers for instruction of physical education classes.
Tables 53 (80.9%-gender) and 55 (80.6%-age group) indicate how parents strongly and
agree that having a specialist instruct would be valuable for their child/ren than having a
classroom teachers teach physical education classes. Table 54 (Gender Chi Square)
145
indicates a Pearson chi-square of 20.084 with a df = 4. Since the value 20.084 is greater
than the value of probability at .05 (9.49), we can reject the null hypothesis. Table 56
shows a Pearson chi-square of 24.938 with a df = 16. Since the value 24.938 is less than
that of the value of probability at .05 (26.296) with a df =16; we cannot reject the null
hypothesis. According to the data, Gender (81.9% male; 80.5% female), Age Group
(74.5% -20-30; 77.8% 31-40; 88.6% 41-50; 92.3% 51-60; and 66.7%-61+), strongly
agree and agree that a specialist would be of more value instructing physical education as
opposed to a classroom teacher. The rejection of the null hypothesis by gender can
possibly be attributed to the concentration of survey data results as opposed to the data
results being spread out among five age groups.
Research shows that the argument many parents have about the physical
education program their child participates in, is the lack of instruction by a qualified
specialist (Napper-Owen et al., 2008). Morgan and Hansen (2007) summarized research
literature over the past 20 years that has identified difficulties that many classroom
teachers experience when teaching physical education. These studies have been
supported by the results of this study. This study indicated that over 70-80% of parents’
by age group, and 80-90% of parents’ by gender consider a specialist more valuable than
a classroom teacher when applied to instructing their child/ren in physical education.
These facts point to the extensive amount of education and training a specialist receive in
their area of instruction and the ease of instruction as opposed to someone with no
experience. Morgan and Hansen (2007) have noticed “some major barriers that seriously
inhibit teachers include inadequate training, insufficient equipment and facilities, low
146
level of teacher expertise and confidence, and time constraints for teaching physical
education in an already crowded curriculum” (p.99). Qualifications and lack of
confidence are areas that affect classroom teachers from teaching physical education
classes (Morgan & Bourke, 2005).
Morgan and Hansen (2007), has noted that 81% of teachers surveyed favor
specialists taking over all content areas specific to physical education. Teachers believe
that a specialist who is passionate and confident about teaching physical education should
be the provider. They continue by stressing that a physical education specialist would
ensure that students participate in all activities and all lessons would be consistently and
sequentially delivered from week to week and year-to-year (Morgan & Hansen, 2007).
This study is in agreement with the study conducted by Morgan and Hansen (2007). Both
studies indicated a high number of parents preferring a specialist to a classroom teacher
instruction physical education classes.
Although there was a differences in opinions between gender and age group for
statements 1, 3, 4, 6, 7, 10, 11,12, 13, and 14, overall there was not significant difference
in the way parents viewed physical education in relation to all other subjects within the
curriculum.
Sheehy (2006) indicates that physical educators widely believe that parental
perception matters a great deal and that they are critical to the future of the physical
education program as well as other support programs. This can be observed when parents
meet with district members to discuss which programs will continue and which need to
be discontinued. Sheehy (2006) continues by saying that throughout published literature
147
in physical education there has been considerable rhetoric about the need to recruit and
maintain the support of parents. Parents felt strongly about physical education and its
inclusion into the curriculum. The findings for this study are very positive when
observing how parents felt about physical education for their child/ren at the school
where this study was performed. Overall the results reflected a great deal of consideration
towards the importance of physical education within the curriculum. Many parents,
without being asked, stated that physical education was just as important to a holistic
approach to education as the other core subjects. In a study conducted by Murnan et al.,
(2006), they found that 37% of the parents realize that teaching examples of physical
activities and inactivity were very important. This study indicated that of the 363 parents
surveyed over 95% of the parents believe that physical education and physical activity
are very important for their child/ren. This was in contradiction to Murnan et al., (2006)
study where they only found 37% of the parents who considered teaching physical
education and physical activity to be of importance.
The idea of having physical education at all grade levels of education was also
supported by this survey. There was strong parental support for including physical
education in the curriculum for their child/ren through they academic years. Among the
parents’ surveyed, 90.3% indicated that physical education should be a part of their
child/rens curriculum throughout their education. (Coe et al., 2006) has suggested daily
physical education classes may provide the opportunity for children to meet Healthy
People 2010 guidelines for physical activity. Healthy People 2010 goals advocate
increasing the proportion of schools requiring daily physical education for all students
148
and increasing the adolescents who participate in daily school based physical education to
50%. However, according to (Chomitz et al. 2009), simultaneous pressures to meet
academic achievement testing thresholds legislated by the federal “No Child Left Behind
Act of 2001” has required some school administrators to shift resources away from
physical education towards time on academics. Even though there has been a shift of
focus, many parents realize that by having physical education at all levels of education it
keeps their child/red more alert and focused while in class. Schneider and Lounsbery
(2008) shows that after an eight year longitudinal study, the most active children are
more mentally alert and have less body fat by the time they reach adolescence, which
seems to support the notion that physical activity behaviors affecting lifestyles may be
established at a young age.
Parents in this study have also indicated that if subjects are to be dropped from the
curriculum, physical education should not be one of them. Over 70% of the parents’
surveyed indicated that physical should not be dropped if there was a need to replace or
delete a program. When asked to rank subjects by their importance within the curriculum,
many parents’ refused to answer because that they believe there should be a holistic
approach to education, not narrowed down to 2 or 3 subjects as indicated in the No Child
Left Behind Act. Parents’ viewed physical education to be just as important as other
academic courses. Nevertheless, they also believe that if a subject had to be dropped,
physical education was 3rd only to Science and History in order of dropping core subjects.
149
Recommendations
This study observed the perspectives of parents on the importance of physical
education at the elementary level of education. There is generally a lack of research on
physical education at the elementary level of focusing on a parents’ perspective. This
study focused on parents’ perspective by gender and age group. One area not covered in
this study was parents’ perspective by socio-economic status (SES) and comparing their
perspectives on physical education. It has been hypothesized that there would be a
significant difference due not only to the lack of funds for extra activities after school but
also that physical education at the schools would be a substitute for the lack of funds
available allowing their child/ren to participate in sports and stay physically active,
healthy and fit. This would be an area to be investigated for further studies.
With the narrow focus of the No Child Left Behind Act (NCLB) and its impact on
a serious imbalance that denies many students access to high-quality curricula is another
area of concern. Studies on how students are denied the arts and sciences as well as
physical and health education in favor of a school year of reading, writing, and math,
which does not create a complete education for today’s children, are also needed.
Hargrove, Jones, Jones, Chapman, and Davis (2000) state that, “of greatest concern is the
enormous amount of time that is being spent on reading, writing, and mathematics at the
loss of instruction in science, social studies, physical education, and the arts. The
elementary teachers studied typically spent seventy-five percent of their time teaching
reading and math, leaving inadequate instructional time for other subjects” (p. 23). This is
another area of study, which could be investigated further.
150
APPENDIX A
151
PHYSICAL EDUCATION IN CURRICULUM SURVEY
Please Read Carefully
Number of students attending and grade/s: ______________
Gender of parent-guardian: Male___ Female___
Age Group of parent/guardian: 20-30__; 31-40 ___; 41-50 ___; 51-60___; 61+ ___
This survey is designed to learn how you, the parent or guardian, feel about each
statement as it applies to your child. Only the parent or guardian should fill out the
survey. Answer each statement on the basis of your, or your child’s, experience in
physical education class. The only information requested at the top of the page is the
number of children you, the parent/guardian, have attending school, your gender, age
group and the grade your child/ren are in (not their names).
Record your response to each statement on the answer sheet. (a) Read each
statement carefully; and (b) circle the number, which best expresses your feeling about
the statement. After reading a statement you will know at once, in most cases, whether
you agree or disagree with the statement. If you agree, then mark (1) "Strongly Agree" or
(2) "Agree." If you disagree, then mark (4) "Disagree" or (5) "Strongly Disagree." In
case you are undecided (or neutral) concerning your feeling about the statement, circle
(3) "Undecided. Work rapidly; do not spend much time on any statement. This is not a
test, but simply is a survey to determine how people feel about physical education in the
curriculum. There is no right or wrong answer. Be sure to respond to every statement.
Remember the questions are to be answered in the following manner.
152
1
Strongly Agree
2
Agree
3
Undecided
4
Disagree
5
Strongly Disagree
1. Physical education classes are a very important part of the curriculum.
1
2
3
4
5
2. Participation in physical activity is essential for a quality life, regardless of sex and
ethnic background.
1
2
3
4
5
3. Good health throughout life is related to one's level of physical activity.
1
2
3
4
5
4. Physical education should be required at every level of education.
1
2
3
4
5
5. Physically active people are generally more mentally alert than less active people.
1
2
3
4
5
6. If there is a need to reduce the number of course offered in the school program,
physical education should be one of the courses dropped.
1
2
3
4
5
7. Most students get all the exercise they need just doing normal daily activities.
1
2
3
4
5
8. Physical education classes are just as important as academic classes.
1
2
3
4
5
153
1
Strongly Agree
2
Agree
3
Undecided
4
Disagree
5
Strongly Disagree
9. Physical activity is of major importance to my family’s life.
1
2
3
4
5
10. 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.
1
2
3
4
5
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.
1
2
3
4
5
12. Physical education, at the elementary school level, can help build a foundation
towards a lifestyle of health and fitness.
1
2
3
4
5
13. I am very knowledgeable of what my child is doing in physical education.
1
2
3
4
5
14. More can be gained for my child, if a qualified physical education instructor,
instead of a classroom teacher, teaches them.
1
2
3
4
5
The final question asks you, the parent, to rate subjects on their importance in the
curriculum, as you perceive it.
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 to highest, or most important to (1) being the
lowest value or least important?
Math__,Science__,Physical Education__,History__,English__
154
APPENDIX B
155
Consent Form
Parent Participation
You are being asked to participate in a research project that will require you as a
parent to answer a 15-question survey conducted by Philip Fontenot at California State
University Sacramento. The purpose of the research project is to elicit parents’
perspective on the importance of physical education within the elementary school
curriculum. Information and recommendations towards how to best implement physical
education programs that increase the interests and participation of students have been
gathered from surveys such as this. This information is important because it not only
iterates the importance of physical education for students, but also presents a parents’
perspective on how they view physical education as being a part of his or her child’s
curriculum.
Once the questionnaire is completed, it is to be returned by the student to his or
her classroom teacher where the forms will be collected by the physical education
department for analysis. After the surveys and consent forms are received, the consent
forms will be detached from the surveys before analysis of surveys begins. The name of
the parent, or guardian, who completed the survey, will not be used in the analysis
process. The name will be used only to check the name off on the school roster.
The questionnaire will be completely private and it will be confidential in all
manners. It will not require your name, address, telephone number or any other personal
information only the number of children you, the parent, have attending the school and
which grade. Once all of the surveys have been collected and the data analyzed, all of the
paperwork will be shredded. The results of the survey will be available upon written
request.
If you have any questions concerning the research project or process thereof, feel
free to contact Philip Fontenot at (916) 228-5850 or by e-mail at Philip-Fontenot@
scusd.edu.
Your signature below indicates that you have read this page and agree to
participate in this research project.
___________________________________
Signature of Parent (print)
___________________________________
Signature or Parent (signed)
___________________
Date
156
APPENDIX C
157
Request for Review by the Sacramento State
Committee for the Protection of Human Subjects
(Submit 11 copies of this form and any attachments to the Office of Research
Administration, Hornet Bookstore, Suite 3400, mail code 6111. Please type your
responses or use a word processor.)
Project Title: Physical Education And Its Importance At The Elementary School Level –
Parents’ Perspectives
Funding Agency (if any): _______________________________________________
Name(s) and affiliation(s) of Researchers: Philip L. Fontenot_____________________
Mailing address (or Department and campus mail code): 9088 Old Creek Dr. Elk Grove,
Ca. 95758
916-683-4974__fonte@frontiernet.net_______
Telephone and e-mail address for researcher
_Aug. 15, 2009__________
Anticipated starting date
Prof. Lindy Valdez________________________
Name of faculty sponsor (for student research)
lvaldez@csus.edu_______
E-mail address of sponsor
1. Who will participate in this research as subjects (e.g., how many people, from what
source, using what criteria for inclusion or exclusion)? How will their participation
be recruited (e.g., what inducements, if any, will be offered)?
The research will be conducted at Sequoia Elementary School located in the
Sacramento City Unified School District. The parents of this school will be asked to
participate in the research project by responding to15-statements concerning the
importance of physical education in the elementary curriculum. All 432 students from
Sequoia Elementary who attend physical education from grades 1st-6th will participate
by taking the questionnaire home to their parents and returning them once completed.
Before the surveys are taken home a memo will be sent out to all parents requesting their
participation in the research project and explaining what the survey is about and how it
is to be used for thesis research. The memo will inform the parents on what date the
forms will be given to their children to bring home and also if the parent has more than
one child attending the school, that only one questionnaire is to be completed and
returned. The parents will be informed on the time frame for completion of the survey,
which will be one week from the date the forms are sent home. The only criteria are that
158
the person answering the survey has a child/ren who attend the schools and be either
their parent or guardian.
2. How will informed consent be obtained from the subjects? Attach a copy of the
consent form you will use. If a signed written consent will not be obtained, explain
what you will do instead and why. (See Appendix C for examples of consent forms, an
example of an assent form for children, and a list of consent form requirements. Also
see Informed Consent earlier in this manual.)
The parents will be informed that the survey is anonymous. A written explanation of
the study appears at the top of the survey. No names will appear on the survey. The
respondent’s completion of the consent form will be considered agreement to participate.
Parents have the option of completing the survey or not .A consent form will be sent out
along with the survey with instructions to sign the consent form and return it along with
the responses to the 15 statements.
3. How will the subjects’ rights to privacy and safety be protected? (See Level of Risk
earlier in this manual. For online surveys, also see Appendix B.)
The subjects right to privacy will be protected because no names or identification
numbers will be used. Parents will not have to submit any personal information other
than their signature on the consent form (not the questionnaire). Once the surveys and
consent forms are received, the consent forms will be detached from the surveys before
analysis of surveys begins. The name of the parent, or guardian, who completed the
survey, will not be used in the analysis process. The name will be used only to check the
name off on the school roster. The consent forms will be sealed and locked away after the
signature is compared with names from the school roster. On the consent form there will
be a section informing the parents that their right to privacy will be protected and that
the only person to view and use the information they have submitted will be the person
who requested the information. After the research is completed, the consent forms will be
shredded. There is no control over who fills out the survey. It is required that the parent
or guardian fill out the survey, not the student as mentioned at the top of the survey form.
4.Summarize the study’s purpose, design, and procedures. (Do not attach lengthy grant
proposals, etc.)
The purpose of the study is to ascertain parent’s perspective on the importance of
physical education in the elementary school curriculum. The study will be conducted
through use of a survey of 15 statements. Fourteen of the statements will be rated on a
scale of 1-5 for approval or disapproval. The scale numbers will be represented as
follows: (1) strongly agree, (2) agree, (3) undecided, (4) disagree, (5) strongly disagree.
Statement 15 will be rated differently than questions 1-14. Question 15 will ask how the
parents rate subjects, i.e. Math, Science, History, English, Physical Education, on their
159
importance in the curriculum with (5) being the highest value to (1) being the lowest
value. This information is important because it not only sheds light on the importance of
physical education for students, but also presents a parents’ perspective on how they
view physical education as being a part of his or her child’s educational curriculum.
Content validity of student and parent questionnaire items were established previously
(Mowatt, DePauw, & Hulac, 1988) by including variables previously validated as
important components of student and parent attitudes toward physical education (Valdez
2007).
One week after a memo is sent to the parents requesting their participation in the
study, the consent form and survey will be taken home by the students from grades 1st- 6th
with instructions to return them within a week. The surveys that are returned within the
given time frame will be used for the study. All the information received will be analyzed
to best understand how parents rate and perceive the importance of each question asked
as it pertains to physical education and the curriculum.
5.Describe the content of any tests, questionnaires, interviews, etc. in the research. Attach
copies of the questions. What risk of discomfort or harm, if any, is involved in their
use?
There are no physical tests, interviews, etc. in the study. There will be a one time,
self-administered questionnaire (attached). There will be 15 statements on the survey.
For the first 14 questions, the survey will rate, from a scale of 1-5, with (1) being strongly
agree, (2) agree, (3) undecided, (4) disagree and (5) strongly disagree, the parent’s
perspective on how important they feel physical education should be within their child’s
elementary curriculum. On the 15th question the parents will rate on a scale of 1-5, with
(5) being the highest and (1) being the lowest, the importance of different subjects within
the curriculum, i.e., Math, Science, English, History, and Physical Education. There will
be no levels of harm or discomfort associated with answering the survey.
6.Describe any physical procedures in the research. What risk of discomfort or harm,
if any, is involved in their use?
There are no physical procedures in this research project.
7.Describe any equipment or instruments and any drugs or pharmaceuticals that will be
used in the research. What risk of discomfort or harm, if any, is involved in their use?
The only instrument used for this study will be the survey handed out to the students
to give to the parents. No drugs or pharmaceuticals will be used in this research
project.
160
8.Taking all aspects of this research into consideration, do you consider the study to be
“exempt,” “no risk,” “minimal risk,” or “at risk?” Explain why. (See Level of Risk
earlier in this manual.)
The level of risk for this study could be best described as “no-risk”. As explained in
question #5, the participants will only be answering a questionnaire. This research
project will be considered exempt. This research is exempt because observations are
recorded in a way that does not allow individual participants to be identified and reviews
of pre-existing records or surveys are completely anonymous.
________________________________
Signature of Researcher
____________________
Date
________________________________
Signature of Faculty Sponsor
(for student research)
____________________
Date
Questions about the application procedures for human subjects approval may be
directed to the Office of Research Administration, (916) 278-7565, or to any member of
the committee. Questions about how to minimize risks should be directed to a committee
member. Applicants are encouraged to contact a committee member whose professional
field most closely corresponds to that of the researcher. See
www.csus.edu/research/humansubjects/ for the current year’s due dates when submitting
an application.
161
DEPARTMENT HUMAN SUBJECTS COMMITTEE APPROVAL
Project Title: Parents perspective on the importance of physical education in the
curriculum at the elementary level of education
Student Researcher: Philip L. Fontenot
Faculty Sponsor: Prof. Lindy Valdez
The ______________________________ Department’s human subjects committee
has reviewed and approved this application. It requires review by the CPHS because the
research is (circle one) Minimal Risk or At Risk.
________________________________________
Name of department’s human subjects chairperson
_________________________
E-mail address of chairperson
________________________________________
Signature of department committee’s chairperson
_________________________
Date
162
APPENDIX D
163
Request to Conduct Research in the
Sacramento City Unified School District
This page to be filled out by the Principal Researcher or Project Head (Include
names and titles of all researchers.)
Print or Type
Name
___Philip L. Fontenot__________________________
Name: _______________________________________________
Name: _______________________________________________
Title: Physical education instructor___________
Title: _______________________________________________
Title: _______________________________________________
Phone: (H)916-683-4974 (W)916-228-5850 (Fax)916-683-4076
Local address: 9088 Old Creek Drive Elk Grove, Ca. 95758_______
5.
E-mail Address: fonte@frontiernet.net___
6.
Best Time to contact: any time of day
7.
University/Agency: University of California Sacramento
8.
Professor/Sponsor: Dr. Valdez
9.
Research Title: The Importance of Physical Education at the Primary level of
Education - Parents Perspectives
Expected Dates of Research: September 2009____________________
Expected Completion Date:
September 2009________________________
164
Impact Summary
Extent of Participation of Subjects and School/ District Staff
Please complete the following information about your study. (Attach additional
pages, if necessary.)
Impact on Subjects and Schools
Number Time
Compensat
Involveme Dates
Task/Activity Each
of
Each
ion Subject
nt
Subject or Participant Subjects Subject or or
Must Complete
Participant Participant
Must
Will
Spend
Receive
Principals
or Other
Administr
ators
Teachers
Students
Parents
Sept.
2009
Parents will complete a
questionnaire
designed to get their
perspective on
physical education and
it position within the
curriculum
District Level Services Needed
Parent
populati
on at
Sequoia
Elemen.
Approx.
30
minutes
None
165
Anticipated Tasks to be Completed by
District Staff and
Product Requested
(To Be Filled out by
When Needed ARE)
(specific
Estimated Time for
dates)
SCUSD to Produce
N/A
N/A
Initial SCUSD Department or School Contacted with this Research Request if
other than Assessment, Research and Evaluation
Department/School: Sequoia Elementary
Contact: Philip L. Fontenot
166
APPENDIX E
167
Research Approval
ASSESSMENT, RESEARCH & EVALUATION
5735 47th Avenue. Sacramento, CA 95824
(916) 643-9420 • FAX (916) 643-9474
Susan E. Miller, Interim Superintendent
Mary Sheiton, Associate Superintendent
DATE: May 20, 2009
Philip L. Fontenot
9088 Old Creek Drive
Elk Grove, CA95758
Dear Mr. Fontenot:
Each year, the Sacramento City Unified School District receives numerous requests to
involve district students and staff in academic research projects. Board of Education
policy and the Administrative Regulations establish the criteria used to consider each
research proposal.
Generally, to be approved, research proposals 1) must involve a minimal intrusion into
the instructional program, 2) must not violate student or parent rights to privacy, 3) must
produce a worthwhile instructional benefit relative to the projected cost (student/staff
time, use of facilities, etc.), and 4) must reflect the primary mission and goals of the
district.
After careful review by Assessment, Research and Evaluation, your project has been
approved. Attached you will find copies of the District Interest in Participating in
Proposed Research and the signed Research Agreement. We look forward to receiving an
abstract of your completed study, as the results of your work will be of great interest to
our district.
Should you have any questions, please contact our office at (916) 643-9420. Thank you
for your interest in the Sacramento City Unified School District.
Sincerely,
Dr. Rebecka Hagerty, Research Specialist
Approved by:
Susan Higgins, Director
SH: RH: mga
0780.052009.218_Research Approval_P. Fontenot
168
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