Barriers to Quality Physical Education Experiences         
By: Clive Hickson

With regard to physical education, researchers have found that many teachers believe they are teaching effectively. This self-evaluation of effectiveness is often based on the teacher’s perception of important teaching criteria such as explanation, feedback, demonstration, and student enjoyment. However, it could be argued that these evaluations are based on inaccurate perceptions of effectiveness, as student learning is not considered.

Unfortunately, in physical education teaching, there is research evidence (e.g. Hickson & Fishburne, 2002; Placek, 1983) to suggest that student learning is not a major consideration. This research concluded that it seemed that teachers were more concerned about issues such as student behaviour and enjoyment than the transmission of knowledge.

Possible Reasons for the Lack of Learning in Physical Education

The possible reasons why teachers regard physical education experiences independent from learning outcomes is an important issue that needs exploration. Physical education is a curriculum area that researchers have termed as marginalized. It might be argued that in the hierarchy of school curricula subjects, physical education consistently receives a low status as educators have not always recognized its role as being important, and thus it tends to receive a low status. As Hardman (2000) stated:

World-wide, it is obvious that as an ascribed practical subject, physical education does not have equal status in the curriculum because of its perceived subservience to academic traditions… Consequently, (physical education) is not appreciated for its potential to contribute to the educational experience of children and hence, has lower prestigious esteem on the hierarchical scale of school curriculum subjects. (p. 31)

Recent years, in particular, have seen the role and status of physical education change and in many cases diminish in schools. Although a number of issues have impacted negatively on the promotion of quality physical education programs, the perceived value of physical education, the competition for time within the school timetable, and the manner that physical education has been taught are three barriers that have been particularly difficult for physical educators to overcome.

With regard to the perceived value of physical education, Hardman (2000) in a study of how physical education programs are implemented throughout the world concluded that parents, teachers, and head teachers can be unsupportive of physical education and were generally disinterested in its goals and aims. The results indicated that physical education was seen as a non-academic subject with an orientation toward recreational activity rather than educational experiences, and time spent in physical education was often regarded as a threat to academic and examination performance. Such attitudes may well influence the amount of time allocated to physical education in school timetables. When educational leaders in school jurisdictions place great emphasis on areas such as literacy and numeracy programs, subject areas such as physical education can be affected.

Another critical issue connected to the value attributed to physical education is the consideration of professional development. At present, many public school systems provide opportunities for individual teachers and whole school staffs to investigate their teaching practice and performance. While these opportunities are available to investigate any of the areas of the school program and school operations, the pressure to focus on areas that teachers and schools are held publicly accountable for can be immense. Increased school wide testing, and the publishing of school achievement standards, have tended to place a heavy responsibility on the shoulders of school personnel. Consequently, improving practice in the areas that are to be tested and published is seen to be vitally important, possibly more important than looking at teaching and learning in areas such as physical education. Therefore, physical educators need to continue to educate those around them of the importance and value of physical education, and to encourage school personnel to consider physical education teaching and learning as an integral component of a learning environment.

Richard and Picard (1999) suggested that physical educators, or non-specialist teachers who are given the responsibility of teaching physical education, might have also contributed to the low status and value of physical education within the school system. Teachers can provide programs that lack structured and systematic educational goals. The alarming content of this thought is, unfortunately, not entirely new. Nearly 25 years earlier, Locke (1975) suggested that the curriculum area of physical education was not harmed by bad teaching, but rather that it was plagued by the issue that there was no teaching occurring. This notion can be observed in present day school environments, when students are presented with a situation where they are involved in activity in the gymnasium or on the playing field, but not engaged in learning. This is often referred to as rolling out the ball, or letting the game begin. Students may well be participating, but at varying levels of success and involvement, with no actual teaching occurring to improve performance or to create understanding or knowledge.

As Graham (2001) noted, without a specific focus of what students are expected to learn in a lesson, not just do, a teacher is simply keeping the children occupied. Therefore, it is critical that we encourage all teachers of physical education (specialist and non-specialist teachers) to deliver programs that are planned, are developmentally appropriate, have progression and sequencing in mind, and engage students in learning.

Fishburne and Hickson (2005) raised the issue of the relationship between physical education and physical activity. They concluded that the terms are not interchangeable. Providing opportunities for physical activity is not a guarantee of educational learning. Being active is substantially different from educating students about such things as body management and awareness, motor skills, fitness, and health. The effective teacher of physical education not only has physical activity occurring in lessons, but also educational objectives that promote students to achieve learning outcomes.

This issue is further complicated by the increased emphasis of needing to change the present trends in childhood disease and inactivity. Recent years have seen a plethora of information concerning the physical health of children in our society. Such information has resulted in many school jurisdictions mandating Daily Physical Activity programs. This move has added a new complexity to the role of physical education in schools as it is possible that the subject area of physical education could become secondary to the implementation of physical activity programs. As Fishburne and Hickson (2005) stated the importance of physical activity is without question but physical activity in itself does not create a physically educated person.

It is the accumulation of barriers such as these that has produced a negative effect on the promotion of physical education in school environments, and has affected the understanding of its value, importance, and contribution to the development of the whole child.

An Important Benefit of Emphasizing Learning in Physical Education

Many educational jurisdictions now refer to life-long active living as a goal of their physical education curriculum. In such curricula, it is hoped that physical education can promote a positive attitude toward being physically active and increase participation rates, not only in childhood, but also later in adulthood. It would seem that in order to achieve such a change in student attitude and behaviour, it requires students to be comfortable with their skill level and physical performance. However, how many children, or even adults, like to do something on a regular basis if they do not enjoy or feel comfortable doing it or are unable to perform it very well? Malina (1996) stated that the more competent a person is at a young age, the more likely that person will be active later in life. Therefore, the teaching of students to be competent and to excel in their physical performance should be an aim of all teachers of physical education. Just the same as it surely is that teachers of mathematics or language arts wish their students to be competent and excel in numeracy or literacy.

Quality physical education programs can promote the holistic development of students that no other school curricula can. A well-structured physical education program can enhance and improve the movement proficiency and self-concept of students, thereby promoting the chances for life-long involvement in physical activity and, ultimately, better health.

Concluding Thoughts

The knowledge, skills, and attitude to become a physically educated person are necessary and key components of a physical education program. As Corbin (2002) concluded, a physically educated person must be fit, skilled, know the value of physical activity, and understand the benefits of physical activity. If children are to truly become physically educated then we, as educators, need to ensure that we teach for this understanding through effective teaching practices. This can be accomplished through the utilization of teaching practices that have student learning as a central consideration and basic tenet. Learning, therefore, has to be foremost in program planning, lesson delivery, and student assessment and evaluation.

As Fishburne and Hickson (2005) suggested, teachers of physical education have the responsibility to change or continue to use those characteristics and skills that promote student learning. It is only then that students will receive the instruction that they need to gain the benefits from being physically active and to truly become physically educated!

For any questions or comments about this article contact Clive Hickson at: clive.hickson@ualberta.ca

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