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Essential Components of Physical Education: Policy and Environment
Sheri L Burson1, Shannon C Mulhearn2, Darla M Castelli1
1University of Texas at Austin.
Research Quarterly for Exercise and Sport
|May 19, 2021
Summary
Physical education policy research primarily focuses on mandated time, not learning outcomes. More research is needed to understand how policies impact physical literacy development and the school environment.
Area of Science:
- Public Health
- Education Policy
- Kinesiology
Background:
- Physical education policies are crucial for guiding quality programs and enhancing physical literacy.
- Effective policies ensure accountability and positively influence school environments and programming.
Purpose of the Study:
- To systematically review physical education policy research.
- To explore the impact of policies on the school environment and physical education programming.
Main Methods:
- Systematic review adhering to PRISMA guidelines.
- Searched four databases using terms related to physical education policy and environment.
- Analyzed 42 studies meeting inclusion criteria, identifying emergent themes.
Main Results:
- Research predominantly focused on policy mandates: minutes in physical education (83%), moderate to vigorous physical activity (MVPA; 31%), and teacher qualifications (24%).
- Key themes identified include adherence, policy strength, and implementation accountability.
- Policy exemptions and student-teacher ratios were underrepresented in the research.
Conclusions:
- Physical education policy research over the past 20 years has concentrated on time mandates, neglecting learning activities and outcomes.
- Underrepresentation of policy exemptions and class size effects may explain the limited reporting of student performance.
- Further research is essential to investigate the downstream effects of physical education policies on physical literacy.
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