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Students' constructs of elementary school physical education

B W Pissanos1, P C Allison

  • 1School of HPER, Bowling Green State University, OH.

Research Quarterly for Exercise and Sport
|December 1, 1993
PubMed
Summary

Students construct meaning from elementary physical education based on teacher style and values. Gender influenced recall, with females remembering more sports details.

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Area of Science:

  • Education
  • Physical Education
  • Sociology of Sport

Background:

  • Constructivist learning theory posits that students actively build knowledge through experience.
  • Elementary physical education's impact on long-term meaning construction is under-explored.

Purpose of the Study:

  • To understand how high school graduates perceived their elementary physical education (K-6).
  • To identify factors influencing students' meaning-making from these experiences.

Main Methods:

  • A naturalistic study involving a master physical education teacher and 10 former students.
  • Semistructured, open-ended interviews were used to recall K-6 physical education experiences.
  • Inductive data analysis employed the constant comparative strategy.

Main Results:

  • Student-constructed meanings were shaped by the teacher's value orientation and invitational teaching style.
  • Gender emerged as a significant factor, with females recalling more diverse and detailed sport experiences.
  • The teacher's pedagogical approach played a crucial role in students' meaning-making.

Conclusions:

  • The teacher's philosophy and interaction style are key to shaping positive physical education experiences.
  • Gender differences in memory recall highlight the need for inclusive curriculum design in physical education.
  • Long-term meaning construction from elementary physical education is influenced by pedagogical and social factors.

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