PHYSICAL EDUCATION: THE PERCEIVED ACADEMIC VALUE OF PE ACCORDING TO STAFF, FACULTY, AND ADMINISTRATION AT A HIGH SCHOOL IN ILLINOIS

A Doctoral Dissertation Research

Submitted to the Faculty of Argosy University, Phoenix Campus College of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Education

by Minica Lynn Sanderson May, 2012

ii PHYSICAL EDUCATION: THE PERCEIVED ACADEMIC VALUE OF PE ACCORDING TO STAFF, FACULTY, AND ADMINISTRATION AT A HIGH SCHOOL IN ILLINOIS

Copyright 2012 Minica Lynn Sanderson All Rights Reserved

iii PHYSICAL EDUCATION: THE PERCEIVED ACADEMIC VALUE OF PE ACCORDING TO STAFF, FACULTY, AND ADMINISTRATION AT A HIGH SCHOOL IN ILLINOIS

Doctoral Dissertation Research Submitted to the Faculty of Argosy University, Phoenix Campus in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

By Minica Lynn Sanderson Argosy University May, 2012

Dissertation Committee Approval:

Larry Gay Reagan, EdD
Earl Williams, Ph.D.
Digitally signed by Larry Gay Reagan, EdD DN: cn=Larry Gay Reagan, EdD, o=Argosy University Onlne, ou=Education Dept, email=lreagan@argosy.edu, c=US Date: 2012.05.16 10:35:58 -04'00'

05/22/12
Date Dr. Heather Pederson Heather Pederson, Ed.D., Program Chair
Digitally signed by Dr. Heather Pederson DN: cn=Dr. Heather Pederson, o=AUO, ou=Program Chair COE, IRB representative COE, email=hpederson@argosy.edu, c=US Date: 2012.05.22 16:40:48 -05'00'

Larry Gay Reagan, Ed.D., Chair Earl Williams, Ph.D., Member

Digitally signed by Earl Williams, Ph.D. DN: cn=Earl Williams, Ph.D., o=Education, ou=Argosy University, email=eawilliams@argosy.edu, c=US Date: 2012.05.16 11:07:51 -04'00'

iv PHYSICAL EDUCATION: THE PERCEIVED ACADEMIC VALUE OF PE ACCORDING TO STAFF, FACULTY, AND ADMINISTRATION AT A HIGH SCHOOL IN ILLINOIS

Abstract of Doctoral Dissertation Research Submitted to the Faculty of Argosy University, Phoenix Campus College of Education In Partial Fulfillment of the Requirements for the Degree of Doctor of Education

by Minica Lynn Sanderson Argosy University May, 2012

Larry Gay Reagan, Ed.D., Chair Earl Williams, Ph.D., Member Heather Pederson, Ed.D., Program Chair Department: College of Education

v ABSTRACT The purpose of this study was to determine the perceived academic value of PE at the high school level according to high school staff, faculty, and administration. The problem is the possibility of PE being ultimately phased out of the high school curriculum based on its perceived academic value. The participating population included employees of a high school in a large metropolitan school district in Illinois. This single study used the mixed methods approach. Participants completed a seven-statement survey based on a Likert scale. Participants were able to access the study online utilizing a link provided on the consent form. The survey was made available for two weeks, after which time, the data were collected, the raw scores were turned into percentages, trends were identified, and the results were analyzed and interpreted. Participants overall agreed PE should not be removed from the school day. Participants were able to provide general perceived benefits of PE. However, participants overall believed PE did not improve standardized assessment scores. Additionally, participants overall did not view PE as an academic subject and failed to present specific academic contributions made as a result of participating in PE. It is thereby recommended PE programs across the nation follow one curriculum. It is also recommended physical educators are held responsible for implementing a quality program. Additionally, it is recommended PE address core subjects in a measurable manner. If the aforementioned recommendations are unsuccessful, PE should be removed from the regular school day.

vi TABLE OF CONTENTS Page TABLE OF FIGURES ..................................................................................................... viii CHAPTER ONE: THE PROBLEM ....................................................................................1 Problem Statement ...............................................................................................................1 Background ..........................................................................................................................1 Purpose of the Study ............................................................................................................2 Need for the Study ...............................................................................................................2 Research Questions ..............................................................................................................3 Limitations and Delimitations..............................................................................................3 Limitations .....................................................................................................................3 Delimitations ..................................................................................................................4 Definition of Terms..............................................................................................................4 Significance of the Study .....................................................................................................6 CHAPTER TWO: REVIEW OF THE LITERATURE .......................................................8 The History of Physical Education ......................................................................................8 Physical Educators and Their Roles in Education .............................................................10 Academic Value of PE .......................................................................................................11 Student Participation in PE ................................................................................................14 Marginalization of PE ........................................................................................................16 Perceived Academic Value and Attitudes Toward PE ......................................................17 PE Waivers and Exemptions ..............................................................................................20 Substituting PE Classes .....................................................................................................21 The Argument ....................................................................................................................24 The Future of PE ................................................................................................................25 Summary ............................................................................................................................27 CHAPTER THREE: METHODOLOGY ..........................................................................30 Research Design.................................................................................................................30 Research Questions ............................................................................................................31 Population and Sampling Procedures ................................................................................32 Instrumentation ..................................................................................................................33 Methodological Assumptions and Limitations ..................................................................34 Assumptions.................................................................................................................34 Limitations ...................................................................................................................34 Data Processing and Analysis ............................................................................................34 CHAPTER FOUR: RESULTS ..........................................................................................36 Restatement of Study Purpose ...........................................................................................36 Research Question 1: Administrator Percepetions ............................................................36 Research Question 2: Faculty Perceptions .........................................................................43 Research Question 3: Staff Perceptions .............................................................................55

vii CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...................................................................................................65 Summary ............................................................................................................................65 Conclusions ........................................................................................................................66 Research Question 1: Administrator Perceptions ........................................................65 Research Question 2: Faculty Perceptions ...................................................................68 Research Question 3: Staff Perceptions .......................................................................70 Implications for Practice ....................................................................................................72 Recommendations for Research ........................................................................................73 REFERENCES ..................................................................................................................74 APPENDICES ...................................................................................................................82 A. Original Version of Barney and Deutschs Teacher Perception Survey .......................83 B. Modified Version of Barney and Deutschs Survey .....................................................85

viii TABLE OF FIGURES Figure 1. 2. 3. 4. 5. 6 7. 8. 9. Page

Administrators responses Statement to 1.................................................................37 Administrators responses to Statement 2.................................................................38 Administrators responses to Statement 3.................................................................39 Administrators responses to Statement 4.................................................................40 Administrators responses to Statement 5.................................................................41 Administrators responses to Statement 6.................................................................42 Administrators responses to Statement 7.................................................................43 Facultys responses to Statement 1 ...........................................................................44 Facultys responses to Statement 2 ...........................................................................48

10. Facultys responses to Statement 3 ...........................................................................49 11. Facultys responses to Statement 4 ...........................................................................50 12. Facultys responses to Statement 5 ...........................................................................51 13. Facultys responses to Statement 6 ...........................................................................52 14. Facultys responses to Statement 7 ...........................................................................55 15. Staffs responses to Statement 1 ...............................................................................56 16. Staffs responses to Statement 2 ...............................................................................57 17. Staffs responses to Statement 3 ...............................................................................58 18. Staffs responses to Statement 4 ...............................................................................59 19. Staffs responses to Statement 5 ...............................................................................60 20. Staffs responses to Statement 6 ...............................................................................61 21. Staffs responses to Statement 7 ...............................................................................63

ix ACKNOWLEDGEMENTS This journey and achievement was a dream come true. However, it would not have been possible without the many people who I leaned heavily on for guidance, support, and encouragement. A special thank you to my committee, Dr. Larry G. Reagan and Dr. Earl Williams, for agreeing to assist me in the middle of my dissertation process. Without your advice and suggestions, I would still be in the dissertation process fumbling through Chapter 3. Thank you, Dr. Donavan Outten, Dr. Gerry Bedore, and Dr. James Mitchell. Your motivation and unflinching support assisted me with what others claimed was impossible, earning a terminal degree in three years. I especially appreciate Dr. David Barney and Dr. Joe Deutsch for allowing me to use and modify their teacher perception instrument. Additionally, I would like to thank my editor, Margaret Carr, for assisting me with delivering a quality, well-written, and scholarly dissertation. Thank you to those who have served as my life coaches and mentors throughout this process, providing support on every level possible: Anthony Barataji Joplin, Dr. Phillip Beverly, Dr. Mensah Kutame, and Dr. Paul Pendler. There were many times you all believed in me more than I believed in myself. When I could not fathom the light at the end of the tunnel, you all assured me there was one and guided me to it without reservation. A special thank you to my children, Lennon, Teri, Taiwan, and Dominica. For all the days you gave the things I could not give, I appreciate you more than words can express. You all were and continue to be my greatest inspiration. With support and

x unconditional love, anything is possible. It starts with a dream, continues with perseverance, and ends in triumph. Always follow your heart.

1 CHAPTER ONE: THE PROBLEM This study explored the perceived value of physical education (PE) according to high school staff, faculty, and administration of a high school curriculum within a large public high school located in a metropolitan area in Illinois. According to Goodweiler, Hensley, and Finn (2009), the decision to include PE into a curriculum is based on personal opinions of administration, faculty, and staff. As a result, this study sought to gather data from high school staff members employed within a large high school system regarding their perception of PEs academic value. The areas of interest for this study are the perceptions of the academic value of PE according to faculty, staff, and administrators. Problem Statement The problem is the possibility of PE being ultimately phased out of the high school curriculum based on its perceived academic value according to faculty, staff, and administrators. Background According to Siegel (2006), 31% of administrators do not consider PE a viable academic area. Without perceived academic value and an overemphasis to perform well on high-stakes tests, there is a possibility of the phasing out of PE from high school curricula. Currently, PE is not assessed on high-stakes tests. Strand and Sommer (2005) explained administrators have the option of allowing activities or sports to replace the PE credits required for most high school students to graduate. As a result, this study attempted to gain the perceived academic value of PE according to administrators, faculty, and staff members employed at the high school level.

2 The Race to the Top initiative encourages and supports administrators with holding teachers accountable for measurable learning in core subjects (U.S. Department of Education, 2010). As a result, more focus and funds are placed on core academic areas, which subjects non-core disciplines such as PE to a decrease in class time or face elimination from the curriculum (Clements, 2010; Lynn, 2007). Purpose of the Study The purpose of this study was to determine the perceived academic value of PE at the high school level according to high school staff, faculty, and administration. Need for the Study The academic value of PE has been studied in the past. The perceived value of PE at the elementary school levels according to elementary school teachers has been examined. High-stakes testing and the effectiveness of PE have also been studied. However, questions regarding the perceived value of PE by administration, faculty, and staff members at the high school level have not been thoroughly investigated. This is a valuable area of research because the perceived academic value of PE through the eyes of staff, faculty, and administration ultimately determine the inclusion to or exclusion from the curriculum. According to Mears (2010), schools have the ability to remove PE from a curriculum entirely or to allow specific activities to substitute the required PE credit. PE is a necessary component of an academic curriculum. Research has shown PE has a vital role in the education of children (National Association for Sport and Physical Education [NASPE], 2006; Stevens, To, Stevenson, & Lochbaum, 2008). Physical activity helps students to concentrate and assists students with activating the part of the brain that supports turning theory into practice. Physical activity has a direct connection

3 with increased academic learning and teaches students to make healthy lifestyle choices through diet, exercise, sports, and leisure activities, which ultimately increases their quality of life (NASPE, 2006). Research Questions The following research questions guided this study: Research Question 1: What is the perceived academic value of PE according to high school administrators? Research Question 2. What is the perceived academic value of PE according to high school faculty? Research Question 3. What is the perceived academic value of PE according to high school staff? Limitations and Delimitations Limitations According to Argosy University (2011), limitations are limits developed based on the method one uses to explore the study question. Validity issues can occur because of the limitations, which are factors one has no control over. Because only one school was used to gather data from staff members, statistical significance was not established, so another possible limitation in this study is participant size. The data collected were not generalizable outside of the particular population from which the study was conducted. Another possible limitation may be the failure of sample respondents to answer with candor, which could result in an inaccurate reflection of opinions of all members of the included population.

4 Delimitations Delimitations are described as the factors that result because of the design of the study (Argosy University, 2011). Delimitations may affect the relevance of the study as it relates to other populations and are factors one has control over (Dusick, 2010). They define the boundaries of the study. Some identified delimitations in this study were as follows: 1. Faculty members of only one high school were surveyed. 2. Surveys are the only type of instrument used. Definition of Terms For the purpose of this study, the following terms were defined. Academic relevance: Academic relevance refers to the appropriateness of what is taught by schools to meet the needs and serve the interests of the students as well as society. Because the needs of students and of the society shift, it is important to state their current positions. Both students and society expects students who have received a high school education to be able to perform at or above grade level on standardized assessments. This includes but is not limited to the ACT and SAT which determine a students preparedness and probability of continuing and completing their postsecondary education (No Child Left Behind [NCLB], 2001). Adequate Yearly Progress (AYP): AYP is a method used to assess the annual gains towards the educational milestones established by the state, by a school, or by a school district (NCLB, 2001). College readiness standards: According to the American College Test (ACT) website, college readiness standards are a set of standards used to make the connections

5 between what students have learned and what they can learn in the future given the appropriate learning experiences (College Readiness Standards, ACT, 2011). These standards can be used to drive instruction. Core subjects: The phrase core subjects refer to math courses, science courses, social science courses, and English courses (College Readiness, ACT, 2006). Extracurricular: The term extracurricular is defined as an organized activity outside of the school curriculum, yet is connected to school but without academic credit (Merriam-Webster, 2011). High school curriculum: High school curriculum refers to the subject areas and planned content for which students are expected to learn and the school is responsible to facilitate. High-stakes tests: According to Laitsch (2006), high-stakes tests refer to the use of test performance as a method of awarding and denying resources to schools. Additionally, high-stakes testing has been used to determine the likelihood of a student promoting to the next grade level or to graduate from high school (Center for Public Education, 2006). Necessary component: Necessary component refers to a fundamental requirement for graduating from secondary school or high school to become an upstanding citizen who is economically self-sufficient and can lead a meaningful and productive life. Quality of life: The Centers for Disease Control and Prevention (CDC, 2011) defined quality of life as the health, education, and security of an individual including culture, values and spirituality, and the relationship to each other for all aspects of an individuals life.

6 Restructuring: The Illinois State Board of Education (ISBE, 2006) outlined restructuring as a major reorganization of a schools staff, rules, regulations, and guidelines with the purpose of improving academic achievement, which is demonstrated by the ability to achieve AYP. Standardized assessments: The term standardized assessments refers to a test administered and tallied using a preset and typical approach. Students test in the same or similar conditions and close to the same timeframe to compare the results across schools, districts, or states (Center for Public Education, 2006). Significance of the Study The life span of PE can be determined by its perceived academic value according to administrators, faculty, and staff members and its ability to assist with achieving school goals. Specifically, mounting pressure to perform well on high-stakes tests has encouraged schools to examine all subjects to ensure a shared responsibility and accountability towards meeting AYP. According to Ruiz (2010), schools failing to meet AYP for two or more consecutive years are at risk of corrective action being taken. As a result, non-core subjects that do not directly cover or relate to materials on high-stakes test are at risk of being phased out of the high school curricula. Corrective action is an intervention occurring after a school fails to meet AYP specifically in reading and math. The action can involve replacing the administration, implementing new curricula, decreasing autonomy, appointing a consultant, extending the school day or year, or reorganizing the school internally (Ruiz, 2010). Restructuring is another possible action and can occur after a school does not meet AYP for five consecutive years. This action can lead to closing the school; reopening it as a charter

7 school; replacing all or most of the staff, faculty, and administration; contracting the schools management to a private organization; or giving sole control of the school to the state (Ruiz, 2010). Because of the drastic consequences faced for not making adequate academic gains, administrators, faculty, and staff members make decisions regarding the ability of all courses to contribute to meeting AYP (Lynn, 2006). If PE is not viewed as a subject assisting with meeting AYP, it is at risk of being phased out. The phasing out of PE could result in the removal of student access to quality physical activity as well as PE positions (Siegel, 2007). Moreover, removing PE from the school curriculum could have negative health and psychological impacts on students, ultimately affecting the quality of life for students and the community (McGee, 2001). The data analyzed and described in this paper were intended to provide new information relevant to the value of PE in high schools in urban settings. This dissertation illuminated the beliefs, challenges, and possible solutions to the issues related to the perceived academic value of PE in high school. The findings could prove valuable for other non-core subjects or areas with the same or similar issues in urban communities. The results of this study may lead to a better understanding of how to increase both the perceived academic value of PE and the actual academic value of PE.

8 CHAPTER TWO: REVIEW OF THE LITERATURE The History of Physical Education Physical activity has a rich history in the world. It began in a practical form as a means of survival (Fitz, Hartwell, Huling, & Sargent, 1898). When it was no longer necessary to hunt for food, physical activity became an integral part of education. Depending on the society, physical activity was incorporated into the curriculum as the focal point or along side other disciplines (Goldfield, 2010). Though not created by the Ancient Greeks, according to research, they made physical activity popular through the Olympics (Fitz et al., 1898). Athletics and competition were an integral part of the Greek society. The education of young males centered on physical activity and sports, music, and philosophy (Freeman, 2011). Research dates the birth of formal physical education (PE) classes in the 1400s, which was normally taught by physicians (Freeman, 2011). Denmark was the first recorded country to mandate PE as part of a schools curriculum in the early 1800s. The U.S. mandated PE into its curriculum beginning in 1925 (Goldfield, 2010). In the 17th century, a prominent scholar, Johannes Amos Comenius, decreed a well-rounded student was educated both mentally and physically (Jakubec, 1928). According to Clements (2010), Comenius believed physical activity provided both the balance and motivation children needed to obtain knowledge and the skills necessary to become competent members of society. Comenius supported the use of games and activities as a way to teach children academic subjects (Martin & Jirasek, 2008). In approximately the 18th century, Jean-Jacques Rousseau, a French philosopher, theorized physical activity was a key component to mental activity. According to

9 Rousseau, children needed physical activity to assist them with learning the principles of thinking, morality, and self-preservation (Freeman, 2011). Rousseau promoted play and physical activity as a way to educate all children. PE provides nourishment to the brain, which enhances cognitive abilities (Tremarche, Robinson, & Graham, 2007). Comenius outlined specific elements of activities worked in unison with education to create a more balanced and intelligent student (Martin & Jirasek, 2008). These elements involved spontaneous movement, players with roles, competition, and feelings of success and fun (Clements, 2010). The term physical education was coined in the 1900s with the purpose of promoting health (Goldfield, 2010). The PE programs were led by physicians (Freeman, 2011; Prusak et al., 2011). During World War II (WWII), the purpose of PE was changed and PE was more of a program used to prepare military personnel for duty (Bailey et al., 2009). After WWII, it was realized those expected to join the service were physically unprepared. As a result, the government required PE classes be taught daily in grades K through 12 (Thomas, 2004). In the 1950s, PE began focusing on more on the recreational aspect of outdoor activities as well as leisure activities and fun for all (Goldfield, 2010). PE is currently viewed as structured play or free time (Eldar & Ayvazo, 2009; Vail, 2006). However, a well-implemented program stresses learning while engaging in physical activities as well as lifetime fitness. According to research, PE should use sports or activities as the catalyst for learning (Vail, 2006).

10 Physical Educators and their Roles in Education Certified physical educators are experts in the field of physical training, anatomy, physiology, health and hygiene, exercise, and pedagogy (Freeman, 2011). PE teachers must successfully pass state-mandated examinations to receive certification in PE. Additionally, PE teachers must continue their education by participating in workshops, conferences, and classes to further develop skills and their knowledge-base as well as to be familiarized with the trends and changes in the field (Siegel, 2007). Physical educators are expected to utilize movement patterns, skill development, and feedback to understand and cultivate student learning (McCaughtry, Barnard, Martin, Shen, & Kulinna, 2006). PE teachers have been tasked with producing and promoting a healthy and active school environment (Prusak et al., 2011). PE teachers are expected to control large number of classes without assistance (Rhea, 2009). Physical educators are expected to conduct mass interventions to improve the physical, mental, and emotional state of the youth through adequate PE programs (Zhu, Welk, Meredith, & Boiarskaia, 2010). PE has been taught as a sport-centered, competitive program, which has not served to increase physical activity or physical health in adults or children as PE programs should (Prusak et al., 2011; Thomas, 2004). Health and PE are combined based on studies proving diet quality affects academic performance (Florence, Asbridge, & Veugelers, 2008). According to Rhea (2009), some administrators considered those PE teachers who could produce athletes and who exhibited good classroom management skills as quality PE teachers. This method of teaching is considered the old PE (Constantinou, 2008).

11 Physical educators, who operate under the old PE regime, fail to acknowledge the need for teamwork over competition, individual abilities, and the need to teach lifelong fitness (Gordon, 2010; Thomas, 2004). Old PE programs focused on determining which students were athletically sound and would probably do well on sports teams (Constantinou, 2008). Students who have shown the greatest athletic ability were given the most attention and received passing grades effortlessly in PE while the other students did not (Deglau & Barnes, 2009). In contrast, the new PE programs focus on individual health and wellness; lifelong fitness; teaching a variety of skills related to sports, recreation, and activities; and bringing technology into the gym (Constantinou, 2008; Thomas, 2004). Not all PE teachers operating under the new PE program have focused on coaching. Instead, they have become more focused on academics in PE to assist with adding value to PE (Lux, 2010). Academic Value of PE Quality PE programs have several academic benefits. Evidence has supported a connection between physical activity and improved concentration (Stevens, To, Stevenson, & Lochbaum, 2008). According to data presented by Action for Healthy Kids, an analysis of approximately 200 studies supported the notions of consistent physical activity increasing cognitive functioning. According to Hannaford (2005), when more PE is included into a schools curriculum, students academic scores have increased. PE directly and positively influences reading and math scores because students are able to better concentrate in the classroom (Vail, 2006). Sherman, Tran and Alves (2010) suggested there is a positive relationship between physical activity and

12 academic achievement. Research further supported the claim by suggesting physical activity encourages the growth of new brain cells in students, thereby facilitating learning (Dow, 2010). Additionally, daily vigorous physical activity on a long-term basis enhances the cognitive development in children from higher social-economic backgrounds (Stevens et al., 2008). According to Tremarche and colleagues (2007), students who receive quality PE on a consistent basis can score higher in language arts and math on standardized assessments because of the increased oxygen, which nourishes the brain and develops more neural networks. Physical activity supports learning on three levels: improving focus, encouragement of nerve cell binding, and the support of cell growth (Dow, 2010). In addition to the direct contributions of physical activity, Action for Healthy Kids suggested it leads to higher self-esteem and confidence, which has been linked to increased academic performance (Vail, 2006). However, programs not well planned or implemented have different outcomes as it relates to academic value. Morgan and Hansen (2008) presented research suggesting poor PE programs lack academic value. Reasons for poor programs include PE teachers who may not feel confident enough to teach PE, PE teachers who fail to plan the use of instructional time properly, PE teachers who focus more on sports skills, PE teachers who suffer from teacher burnout, or PE teachers who think as long as kids are moving they are receiving quality PE (Morgan & Hansen, 2008). According to research, it is difficult to assess the connection between physical activity and academic achievement because of the variance of time students spend in PE as well as the quality of instruction across the U.S. (Stevens et al., 2008). Smith and

13 Lounsbery (2009) added the difficulty is heightened because physical activity can occur outside of a controlled area such as school, which has the ability of skewing the data. Trost and van de Mars (2009) reported five notable studies proved PE neither added to student academic achievement levels nor took away from it. Vail (2006) disagreed by concluding PE helped students to better concentrate in class. According to additional studies, there was no change in standardized assessment scores regardless whether time was added to PE classes or taken away from PE classes (Stevens et al., 2008). In contrast, there are studies linking physical activity to improved cognitive abilities (Trost & van de Mars, 2009). At the very least, it has been proven there is a positive influence between physical fitness and mental processes (Vail, 2006). According to research, Paul Dennison created a brain-based program to address learning deficiencies in children through a series of specific physical movements with the use of neuroscience and educational kinesiology (Spaulding, Mostert, & Beam, 2010). Supporters of brain-based programs have credited these specific physical movements with facilitating learning and improved concentration in students who have participated in the programs (Fitzroy, 2010). However, there is research contradicting the implications and claims of brainbased programs. Specifically, Hyatt (2007) noted the creators of these programs have failed to prove their claims using scientific research and empirical evidence, which makes them invalid and unreliable. Stephenson (2009) reported brain-based programs do not provide enough evidence to be considered a best practice; at the most, it provides breaks for the brain to regain focus. Howard-Jones (2008) proposed while that may be the case,

14 the effects of utilizing brain-based programs to assist with student learning are significant enough to justify its use. Stevens et al. (2008) reported it is difficult to measure the academic affects of PE because of the issues with defining and measuring PE. However, Chomitz et al. (2008) suggested there is enough evidence supporting the need for physical activity. According to research, sports and physical activities work to increase non-cognitive skills such as values, attitudes, and beliefs, which have proven to have a positive effect on academics (Covay & Carbonaro, 2010). Neurophysiologist and supporter of Brain gym, Carla Hannaford (2005) through research determined successful mental processes require physical movement. This can be effectively accomplished through PE, recess, or before- or after-school activities, which all lead to enhanced student learning (Chomitz et al., 2008). Hannaford added learning is not an isolated intellectual function but the entire body has a significant role in it. Student Participation in PE Some students have expressed a lack of interest in PE because it is no longer fun for them (Rhea, 2009). Students are expected to come into PE classes as athletes or fans of sports. Beaudoin (2006) noted not all students who are required to complete PE to graduate from high school are athletes. Unfortunately, there are some documented cases where students who lacked athletic abilities automatically failed PE or were ridiculed in front of their peers (Constantinou, 2008). Those actions also attributed to students dislike for PE. Additionally, PE has been used as a form of punishment. For example, students have been forced to run or to do push-ups until compliance is met (Thomas, 2004).

15 As a result, students are electing not to participate in PE classes. Crayton suggested students have protested automatic enrollment in PE classes by sitting out, refusing to dress, or by causing disturbances leading to being sent out of class (personal communication, September 15, 2009). Some students have failed to participate because they did not want to be scrutinized by their peers especially during mandatory fitness testing (Zhu et al., 2010). According to Zhu and colleagues, students have shown test anxiety during fitness testing and have refused to attend during testing time. According to Beaudoin (2006), some students felt embarrassed by their performance in PE, especially if they were not physically fit. As a result, students have found PE to be valueless and despise the thought of being involved in it (Prusak et al., 2011). Some students expressed the combination of participation in PE and being actively involved in high school sports was redundant and that they should have the ability to substitute sports for PE (Bloom, 2008). Students rallied for the ability to opt out of PE to take electives, have study hall, or take classes better preparing them for college (Purcell, 2009). In schools allowing substitutions, many students have opted to participate in JROTC to earn the required credit for PE (Tucker, 2008). Prusak et al. (2011) suggested three key changes must occur to increase student enrollment, motivation, and participation in PE: 1. Create or utilize activities involving every student. 2. Ensure each student experiences success moments in the class. 3. Make learning fun.

16 Not every PE experience has been negative for students. According to San Diego State University (2007), students love PE when the program is of quality and has structure. The importance of ensuring PE classes were fun and taught social skills was also stressed. Marginalization of PE Barney and Deutsch (2009) asserted PE has been and is continuously marginalized as an academic subject by parents and administrators. Bailey and colleagues (2009) offered a possible reason for this. According to their research, PE has its place in education but it has no substantial effect on academic achievement or academic assessments. Lux (2010) associated the marginalization of PE with the perceived value of it according to teachers and administrators. According to Lux, unintentionally demeaning comments made on a regular basis by staff members have attributed to the implicit belief of PE being less valuable than other subjects. Examples of these insidious comments are the misnomer of gym as opposed to PE class and the referencing to playing in PE as opposed to learning in PE. Physical educators have several challenges they must face working in a marginalized discipline. According to Whipp, Tan, and Yeo (2007), physical educators are isolated within the schools from other educators, the discipline is viewed as academically unimportant, and there is little support or collaborative efforts made outside of the PE department. PE is viewed as just gym with no real academic value, simply a break from core subjects to allow students to expel energy through play (Lux, 2010; Sheehy, 2006).

17 According to research, this ideology stems from elementary school where students may have participated in PE classes as little as once per month (Wangsness & Simpson, 2007). In situations where the gymnasium was used for events and assemblies, PE classes were cancelled and students were not given the opportunity to make up the missed class (Lux, 2010; Wangsness & Simpson, 2007). At the elementary school level, some students who misbehaved were excluded from PE class for exhibiting inappropriate behavior. Additionally, student appointments were scheduled for visits to the school nurse, counselor, or to rehearse for an event during PE classes (Rhea, 2009). According to Rink, Jones, Kirby, Mitchell, and Doutis (2007), PE is also marginalized as a non-core subject because there is no uniform method to measure academic outcomes. Lux (2010) added that studies proved there could be value in PE. However, because of the marginalization of PE as a valuable academic subject it may be necessary to move it outside of the normal school day and offer it as an after-school elective (DeBrosse, 2007). Perceived Academic Value and Attitudes towards PE Morgan (2008) suggested teachers at the elementary level generally believe PE is a valuable class and should be included in the curricula. Eighty one percent of adults in the U.S. believe PE classes should be mandatory and held daily. Seventy one percent of the U.S. teens also support PE and its requirements (Lynn, 2007). Yet, most do not view PE as being academically relevant (Morgan, 2008). Furthermore, Barney and Deutsch (2009) concluded although PE is clearly an academically relevant subject, it has yet to earn its proper respect as a discipline.

18 Though PE is deemed a necessary subject, research indicated it is perceived as academically irrelevant (Wangsness & Simpson, 2007). According to Stutz (2009b), PE stakeholders do not make the connection between education and PE. Traditionally, there have been actions lending to the idea of the academic unimportance of PE. For example, the assumption of PE teachers being coaches, the exclusion of PE teachers from academic discussions and meetings, the referral to PE as play or free time, the lack of importance placed on PE, and referencing a schools PE teacher as the gym teacher (Sheehy, 2006). At the high school level, PE seems to hold slightly more value if the PE teacher is also a coach. According to Rhea (2009), PE teachers who also coach a popular sport are held to the highest regard because of the potential positive attention brought to the school. Kennedy (2008) offered a school could appear more attractive to potential students and their parents if the athletic teams were performing well. In the case of poor PE teachers who are also coaches, their poor performance as teachers is often excused as long as their team performs well (Rhea, 2009). According to Kumar (2008), the No Child Left Behind act (NCLB) has forced administrators to decrease or eliminate subjects not directly related to math or reading. NCLB has caused academic learning time and funds to be funneled away from PE to core classes (Lynn, 2006; Wangsness & Simpson, 2007). This action reinforced the concept of PE as an unimportant subject (Smith & Lounsbery, 2009). Because there is no PE assessment area on high-stakes testing, the implication is PE holds less academic value (Lux, 2010). A school board president commented the value of PE as a rigorous subject is not in question; students just deserve more options to better prepare them for college (Purcell,

19 2009). However, this statement directly contrasted a statement made by a Texas state education board member who stated if students take too many PE classes the academic standards would be lowered at the high school level (Stutz, 2009a). According to the Journal of Physical Education Recreation and Dance (Anonymous, 2011), the general belief is PE classes have less to do with becoming physically educated and more to do with playing sports or being involved in a workout routine. JOPERD (Siegel, 2007) found principals believed PE did not have a substantial amount of academic value therefore was not in alignment with the schools mission. With the demand to meet AYP for NCLB, administrators are focusing less on non-core subjects and more on meeting goals to ensure the schools are not in jeopardy of closing or becoming privatized (Fogarty, 2010). However, Clements (2010) asserted the confinement of students to classrooms without the ability to exert physical energy is likely to result in restless students who lack concentration or the ability to fully participate in class. Some school districts have required students to complete four years of core subjects to graduate, which leaves little room for PE classes when students are still required to take electives (Stutz, 2009a). Bailey (2006) found that although parents appreciate PE and physical activities, they do not support its interference with academic achievement. JOPERD advised the survival of PE depends on the administrators being proponents and advocates for PE (Anonymous 2009). JOPERD added not only is it necessary to have administrators on board, it is also necessary to include those who have the ability to remove PE programs from a schools curriculum such as board members

20 and superintendents whose focus may be more on core subjects and raising test scores (Anonymous, 2011). According to Sheehy (2009), parents do not value PE because they reflect on their experiences of PE and because they think of the subject as play time with no real connection to student learning. However, the majority of parents do want their children involved in physical activities (Lynn, 2007). Smith and Lounsbery (2009) concluded while this may be the case, all relevant parties would rather students be involved in physical activities outside of the school day to increase time for core subjects. PE Waivers and Exemptions PE is faced with defending its value or risking program cuts (Anonymous, 2011). In 1995, the Illinois General Assembly passed a law allowing school districts to file a petition to the Illinois State Board of Education requesting a waiver or modification for the PE requirement existing in the Illinois School Code (Thomas, 2004). According to the National Association for Sport and Physical Education (2006), all students in grades K through 12 should participate in PE daily without the allowance of substitutions, waivers, or exemptions. However, those who support the waiver have expressed the waiver is a viable option for those (a) who are unable to obtain a qualified PE teacher, (b) who lack the facilities and space required to have adequate PE classes, (c) who lack the funds necessary to obtain a physical educator or supplies needed to have adequate PE classes, (d) who need to focus more on core subjects because of the demand to increase scores on the standardized assessments, or (e) who suggested extracurricular activities are allowed to substitute for PE requirements because of the physical component associated with the

21 specific activity (Rockford Board of Education, 2004). According to Hughes (2009), some schools allow waivers for PE to grant students the flexibility to take other courses of interest such as band and Junior Reserve Officers Training Corp (JROTC). The process begins with a school district petitioning the state board of education for a waiver. This is done in writing with detailed justification for the request as well the plan to still meet federal and state PE requirements (Thomas, 2004). The local school board and community have an opportunity to voice their concerns. If approved, the waiver can be in effect for up to five years (Williams, personal communication, October 19, 2011). Although the process appears to be well planned and almost foolproof on paper, the reality is there is no accountability or system in place to assure schools are following the stipulations of the waiver (Thomas, 2004). Substituting PE Classes Band, color guard, pep squad, and dance have been substituted for PE class (Emerson, 2010; Strand & Sommer, 2005). In addition, JROTC, cheerleading, and junior and varsity sports have also been accepted as substitutes for PE (Lynn, 2007; Zhu et al., 2010). For example, high schools in Texas allowed athletes to substitute participation in sports to meet the graduation requirement for PE (Stutz, 2008). However, those who participate in the substituted classes or activities do not meet the suggested amount of physical daily activity as outlined by the U.S. Surgeon General (Strand & Sommer, 2005). Even with this acknowledgement, legislation has overwhelmingly supported the action on removing PE as a requirement to graduate from high school (Alexander, 2009). Although sports or activities may not have been proved to meet suggested daily requirements, research has shown they do increase exercise

22 identity. According to Soukup, Henrich, and Barton-Weston (2010), students who participate in sports during high school have a higher exercise identity than students who participate in PE. The group further explained students who identify with exercise while in high school are more likely to participate in sports, value exercise, and participate in physical activity for a lifetime more than the students just taking the required two years of PE. Hughes (2009) noted that in Alabama all students did not qualify for a PE substitution, but those that did were required to complete only one year of PE. According to Trimble (2008), only high school students who had scores meeting or exceeding state expectations in reading were allowed to substitute PE for elective courses. The National Association of Sport and Physical Education (2006, p. 1) conveyed its opposition of PE waivers in a position paper detailing the following: 1. Though some classes and activities have a physical component, they may not provide 60 minutes of daily moderate to rigorous activity. 2. Substitute classes and activities do not necessarily make the connection between physical activity and everyday life. 3. The participation in substitute classes and activities prepares students to participate in those classes or activities only, not an array of activities as PE does. 4. PE can be adapted to fit every unique students needs with the assistance of a PE professional. Activities and substitute classes may unintentionally exclude some students.

23 5. PE is designed to produce students who appreciate and understand the importance of being fit for a lifetime while activities and substitute classes may focus more on the short-term benefits. As an alternative to traditional PE classes, online courses were created to satisfy high school graduation requirements. According to students who have participated in one of the online PE courses, the class was not as rigorous but afforded them the opportunity to obtain the credits necessary to graduate from high school (Sebastian, 2006). However, a non-traditional online PE class created by a certified PE teacher to supplement his in-school PE class has received rave reviews for keeping the integrity of PE intact. According to students, the class required them to complete written assignments along with being physically active at least 30 minutes daily (Verges, 2011). Students who were given the opportunity to complete the PE class online suggested it worked better for their academic schedules because they could complete the physical activity requirement outside of school while taking the electives they needed for college while in school (Verges, 2011). Critics of online PE courses rejected the idea on the basis students were not properly monitored and were able to earn credit for PE without having to actually do anything physical (Sebastian, 2006). According to research, online PE may be controversial but the courses freed students schedules enough to allow them to participate in courses of interest in as well as those needed to prepare them for college (Sebastian, 2006; Verges, 2011).

24 The Argument The Illinois Board of Education, like many states, has PE standards which public schools are required to follow. Those standards focus on applications of learning, problem solving, communication skills, teamwork, technology, and making connections (ISBE, 2011). These areas involve academic skills, not just the physical aspect or learning to appreciate sports. Additionally, there is the learning of health, wellness, and anatomy at the high school level. Participating in sports may encourage communication, teamwork, problem solving, and possibly some anatomy. According to Lawhorn (2008), some claimed extracurricular activities and involvement in sports serve to assists students with building positive social skills, advanced sports skills, academic improvement, and creating future employment opportunities. The learning standards set forth for PE were not created as guidelines for coaches or those who participate in sports only; they were created for PE classes taught by physical educators. Substituting PE classes for sports overseen by coaches or others have not guaranteed state standards have been addressed (NASPE, 2006). Vail (2006) suggested the creation and implementation of a consistent quality PE programs across the nation, to be taught by qualified physical educators within the school systems. Though there are many successful, high quality PE programs throughout the U.S., there are just as many programs needing to make the transition to the new PE curriculum (Rhea, 2009). In efforts to bring academic value to traditional PE programs, many administrators have mandated reading and writing skills be taught in non-core subjects.

25 According to Crayton (personal communication, September 15, 2009), the need to read and write in every subject stems from NCLB and standardized assessment scores in reading. Crayton suggested every department needed to be held accountable for a subject area on high-stakes tests, including social science, fine arts, JROTC, and PE to properly address college readiness standards. However, evidence proved it would be more feasible to hold PE teachers accountable for implementing a quality PE program, which is more likely to have a positive effect on students and their ability to absorb core subjects (Sherman et al., 2010). Some PE teachers have embraced this idea on their own and have added reading and other core subjects into the PE curriculum. Vail (2006) reported PE teachers who are incorporating academic lessons into their classes daily as well as core teachers adding physical activities into their lessons are acknowledging the connection between concentration, improved academics, and PE. According to Colvin and Rayburn (2007), some PE teachers have teamed up with librarians to encourage reading and research. Another approach is to require physical educators to redesign their programs to highlight and implement its inherent academic value (Lux, 2010). Unfortunately, the pushback from coaches and PE teachers operating under the old regime, have made this latter option nearly impossible (Colvin & Rayburn, 2007). Faced with such situations, administrators have continued to question the value of PE (Lux, 2010). The Future of PE Seigel (2006) concluded to retain PE programs would require a proven positive relationship between PE and significant, measurable academic growth. Prusak et al (2011, p. 40) posed these questions:

26 1. Are physical educators properly trained to address the needs of todays student? 2. Have physical educators chosen coaching and an over-emphasis on sports skills over student learning, student activity, and student health? 3. Have physical educators failed to address their own health and wellness issues resulting in overweight-ness and sedentary lifestyles trickling down to their students? 4. Are physical educators resistant to developing more efficient and effective programs simply because they are accustomed to the way things were in the past? According to JOPERD (Anonymous, 2009), physical educators need to add value to PE by going over and beyond the call of duty by creating new, quality inclusive programs and promoting them to the community via student lead presentations. Rhea (2009) suggested physical educators needed to have higher expectations for their students and to advise society regarding the need and value of PE. Other suggestions included allowing the use of the gymnasium before and after school for a variety of physical activities. Constantinou (2008) stated physical educators need to be advocates for PE at both the grassroots and state level. Sheehy (2006) added regular communication between PE teachers and stakeholders can assist with understanding the importance and relevance of PE to education. Physical educators are also in the position to create a physically active, healthy school environment by providing nutritional information throughout the school,

27 teaching fun physical activities to be participated in by all in any classroom setting, and by promoting physical activities offered within the community (Prusak et al., 2011). Traditional PE programs include an emphasis on motor skill development, sports skills, competition, and fitness testing (Zhu et al., 2010). Lynn (2007) reported there must be a revision to PE curricula. This revision needs to include significant student learning outcomes and increased accountability for PE teachers. Morgan and Hansen (2008) suggested even with proper revisions, a quality PE program might not be the result because of the possible variance in performance of the PE teacher. Deglau and Barnes (2009) suggested PE teachers (a) engage in trainings leading to teaching todays student by engaging and valuing every student, (b) incorporate modern technology and team building skills, and (c) take hold of challenges, successes, and the impetus for lifelong fitness. Goodweiler, Hensley, and Finn (2009) suggested even with the aforementioned changes, without a standard PE curriculum and with the inconsistency of program quality across the nation, it is difficult to determine the true academic value of PE. Summary PE has been the center of many debates as it relates to its academic relevance to the high school curriculum. As noted previously, there is research supporting the preservation of PE courses as well as the need to revise PE curricula. Research is also available to support the elimination of PE from the high school curriculum. Ultimately, the decision to support, revise, or eliminate PE programs is left to the stakeholders of individual schools. Because there is enough evidence to support either side, the perception of the academic relevance of PE becomes a determining factor.

28 Perceptions are derived from personal experiences. Those who are in the closest proximity to experience PE classes are often a schools faculty, staff, and administration. As a result, the physical educator is responsible for ensuring the stakeholders understand the relationship between PE and core academic subject areas to secure its position in schools (Barney & Deutsch, 2009). There must be tangible evidence of PEs academic value. Without it, there is a risk of schools obtaining PE waivers. Over 50% of the schools in the US have been granted PE waivers (Thomas, 2004). The popularity of PE waivers has given politicians an opportunity to create legislation allowing the substitution of PE as well as to question the academic efforts of the discipline (Alexander, 2009). According to research, if PE is to survive these critical times, physical educators and supporters of PE must work to strengthen the quality of PE programs by meeting national standards and producing measurable results on high-stakes tests (Anonymous, 2009). To proceed with a plan of action, it is important to first gather information about the staff, faculty, and administrators perception of the academic value of PE. This study surveyed a sample size population to answer this. The study utilized Barney and Deutschs (2009) Teacher Perception instrument, which required participants to rate responses using a Likert scale. The raw scores were turned into percentages to observe any possible trends. Permission was granted to perform the study from the school district of the target area as well as from the principal of the target high school. Permission was obtained from Argosy Universitys IRB. After the necessary permissions were secured, the staff, faculty and administrators were allowed access to an online survey via the informed

29 consent form. The link to the survey was embedded into the form. All data were collected within a two-week time frame. The data were analyzed as stipulated in the terms of the methodology section.

30 CHAPTER THREE: METHODOLOGY Research Design This single study used the mixed methods approach to obtain the perceived value of PE from administration, faculty, and staff. This approach was chosen to enhance the credibility of the study. Utilizing the triangulation mixed method study provided a better understanding of the research problem than using either approach alone (Creswell & Plano-Clark, 2006). The data were collected within a two-week time frame. The raw scores were turned into percentages to analyze the trends. The quantitative approach uses deductive reasoning to look at the cause and effect of an issue (Creswell, 2009). It is a systematic, objective, deductive, and generalizable method (Abawi, 2008). The quantitative approach was chosen to assist analyzing and comparing the results of the perceived academic value of PE among administrators, faculty, and staff. The quantitative portion of this study was based on the descriptive quantitative research design. Descriptive designs assist with gaining more information relating to a characteristic within a specific field of study. Descriptive studies are used to develop theories, identify issues within a field or practice, or provide reasoning or justification for current practices (Ross, 1999). The study was also based on the qualitative research design to form a mixed method approach. Qualitative studies assist with understanding phenomena (Creswell, 2009). According to Creswell and Plano-Clark (2006), the triangulation mixed approach to research design affords the researcher the opportunity to enhance credibility by comparing data gathered.

31 For an accurate estimate of the perceived value of PE, every staff member, faculty member, and administrator of a large public high school in Illinois was invited to participate in the study. To minimize biases in the study, the intention was to receive a high participation rate within the sample population. The researcher was blind to the identity of the subjects and the subjects were blind to each other. To ensure ethical practices were utilized, the study was reported in an ethical and responsible manner. No identifying information was collected or stored about the participants. The data collected was listed in random order and assigned numbers to ensure anonymity. All information collected was stored in a secure file folder. A survey was used to provide numerical data of the trends, attitudes, and opinions from a sample of the population. For this study, administrators, staff, and faculty members were chosen to make selections based on a Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Two items included open-ended questions requesting participants to explain the selected answer. The raw scores were turned into percentages and the results were analyzed and interpreted. Research Questions The first research question sought to find the perceived academic value of PE according to high school administrators. The second research question sought to find the perceived academic value of PE according to high school faculty. The third research question sought to find the perceived academic value of PE according to high school staff. The survey addressed the research questions utilizing the following statements:

32 Statement 1. Statement 2. Physical education is academically important for the students. Physical education makes a valuable contribution to a students overall education. Please explain your answer. Statement 3. The knowledge students learned in physical education class are going to be important for them throughout their lives. Statement 4. Statement 5. Statement 6. My overall physical education experience was positive. Students learn better after returning from physical education class. The physical education curriculum addresses subjects on standardized assessments. Statement 7. To further address the academic needs of high school students, physical education should be considered as a class to eliminate from the regular school day. Please explain your answer. Population and Sampling Procedures The population surveyed included employees of a high school in a large metropolitan school district in Illinois. Faculty, administrators, and staff were invited to participate in the study. The sample represented the broader population of high school employees in metropolitan areas. The demographics of the population included persons in a large metropolitan school district with at least a high school diploma or equivalent and who were employed at the high school level at the time the survey was provided. The survey was made available to the participants via internet access. Those who agreed to participate in the study were able to access it online utilizing the link provided on the consent form. The survey was made available for two weeks. After the allotted

33 two-week period, the data were collected and analyzed. Results for the study were reported as raw data and percentages. Instrumentation A review of the literature identified one instrument related to teachers attitudes toward the value of PE, the Barney and Deutsch (2009) Teacher Perception Survey. The instrument was designed for use at the elementary school level. The survey was created based on related discussions from professionals in the field in metropolitan public schools. The creators granted permission to use the instrument in this study with slight modifications to fit the high school environment. The original survey has seven items: six statements and one question. The first six items used a Likert scale and the final item was a yes/no statement. Validity and reliability has been previously established. The creators of the instrument used a pilot study among highly qualified general education and physical educators. Because the original survey was designed for the elementary school level, it was necessary to modify it slightly for use at the secondary level. The original survey was also created for educators to use only. The modified survey omitted use of the words elementary teachers to address staff, faculty, and administration at the high school level. Additionally, two items were replaced to ensure the research questions for this study would be addressed. Both the original (Appendix A) and the modified (Appendix B) instruments are located in the Appendices section.

34 Methodological Assumptions and Limitations Assumptions Mixed methods research is bound by assumptions and limitations. According to Creswell and Plano (2011), the assumptions associated with mixed methods are as follows: The study is feasible for the design. A more complete picture of the research problem can be identified using this design. The researcher brings a worldview comprised of beliefs about the knowledge and information related to the study. Participants willingness to respond with candor. The end result should develop commonalities, thereby affording the researcher the opportunity to further analyze and explain a phenomenon. Limitations Some of the limitations associated with mixed research are (Argosy University, 2011) as follows: Both quantitative and qualitative methods cannot be fully integrated. The questions or statements used may reflect more of the researchers views as opposed to the participants views. Everything is not quantifiable or can be measured using quality. Data Processing and Analysis The data analysis was performed by changing the raw scores into percentages. Outlaying cases were excluded from the study because they suggested there was an error

35 present and could have jeopardized the integrity of the study (Ghosh-Dastidar & Schafer, 2006). Raw scores and percentages were used to reflect the staff members replies for each element being analyzed.

36 CHAPTER FOUR: RESULTS Restatement of Study Purpose The purpose of this study was to determine the perceived academic value of physical education (PE) at the high school level according to high school staff, faculty, and administration employed at a high school in Illinois. All staff, faculty members, and administration at an urban high school in Illinois were invited to participate. Some of the invitees chose not to participate, as this was not a mandatory survey. Research Question 1: Administrator Perceptions To determine the perceived value, a modified version of the Barney and Deutsch Survey was given to administrators willing to participate in the study. Participants were asked to complete the seven-statement survey by making selections based on a five option Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Statements 2 and 7 included open-ended questions requesting participants to explain their selections. The first research question sought to find the perceived academic value of PE according to high school administrators. Figure 1 documents the options selected by administrators for Statement 1 of the seven-statement survey. According to the results of the survey for Statement 1, one (25%) administrator strongly agreed PE is academically important for the students. Two (50%) administrators agreed PE is academically important for the students. One (25%) administrator disagreed with the statement PE is academically important for the students. None of the administrators who participated in the survey selected neutral or strongly disagree.

37

Figure 1. Administrators responses to Statement 1. Likert Scale results of the raw data provided by administrators for Statement 1: Physical education is academically important for the students. Figure 2 documents the options selected by administrators for Statement 2 of the seven-statement survey. Two administrators (50%) strongly agreed PE makes a valuable contribution to a students overall education. One (25%) administrator agreed PE makes a valuable contribution to a students overall education. One (25%) administrator disagreed with the statement PE makes a valuable contribution to a students overall education. None of the administrators indicated a neutral or strongly disagreed response. Study participants were given the opportunity to explain the reason for their choices for Statement 2. The following are anonymous quotes written by administrators who completed the survey: Understanding the body and how it reacts to physical activity is important.

38 Promotes lifetime habits of good health/teaches long-term working and socializing skills.

Figure 2. Administrators responses to Statement 2. Likert Scale results of the raw data provided by administrators for Statement 2: Physical education makes a valuable contribution to a students overall education. Figure 3 documents the options selected by administrators for Statement 3 of the seven-statement survey. One (25%) administrator strongly agreed the knowledge

students learn in PE class is going to be important for them throughout their lives. Three (75%) administrators agreed the knowledge students learn in PE class is going to be important for them throughout their lives. None of the administrators indicated they disagreed, strongly disagreed or were neutral regarding the statement the knowledge students learn in PE class is going to be important for them throughout their lives.

39

Figure 3. Administrators responses to Statement 3. Likert Scale results of the raw data provided by administrators for Statement 3: The knowledge students learn in physical education class is going to be important for them throughout their lives.

Figure 4 documents the options selected by administrators for Statement 4 of the seven-statement survey. Two (50%) administrators strongly agreed to the statement, my overall PE experience was positive. One (25%) administrator agreed to the statement, my overall PE experience was positive. One (25%) expressed a neutral response. None of the administrators indicated they disagreed or strongly disagreed with the statement.

40

Figure 4. Administrators responses to Statement 4. Likert Scale results of the raw data provided by administrators for Statement 4: My overall physical education experience was positive. Figure 5 documents the options selected by administrators for Statement 5 of the seven-statement survey. One (25%) administrator strongly agreed students learn better after returning from PE class. Two (50%) administrators agreed students learn better after returning from PE class. One (25%) administrator indicated he/she disagreed students learn better after returning from PE class. No administrator selected strongly disagree or indicated a neutral response regarding the statement students learn better after returning from PE class.

41

Figure 5. Administrators responses to Statement 5. Likert Scale results of the raw data provided by administrators for Statement 5: Students learn better after returning from physical education class. Figure 6 documents the options selected by administrators for Statement 6 of the seven-statement survey. One (25%) administrator agreed the PE curriculum addresses subjects on standardized assessments. One (25%) administrator disagreed the PE curriculum addresses subjects on standardized assessments. One (25%) administrator indicated he/she was neutral regarding the PE curriculum addresses subjects on standardized assessments. One (25%) administrator chose not to address this statement by leaving this item blank. No administrator indicated a strongly disagree or strongly agree regarding the statement the PE curriculum addresses subjects on standardized assessments.

42

Figure 6. Administrators responses to Statement 6. Likert Scale results of the raw data provided by administrators for Statement 6. The physical education curriculum addresses subjects on standardized assessments. Figure 7 documents the options selected by administrators for Statement 7 of the seven-statement survey. One (25%) administrator agreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Three (75%) administrators strongly disagreed to further address the academic needs of high school students PE should be considered a possible class to eliminate from the regular school day. None of the administrators indicated disagree, strongly agree, or a neutral response. Study participants were given the opportunity to explain the reason for their choices for Statement 7. The following are anonymous quotes written by administrators who completed the survey:

43 This building is jam-packed with obese children. If not for PE, they would not have any physical activity and this is true nationally. Physical education overall is a positive experience. PE is important to all students. Children should receive exercise outside of school.

Figure 7. Administrators responses to Statement 7. Likert Scale results of the raw data provided by administrators for Statement 7: To further address the academic needs of high school students, physical education should be considered a possible class to eliminate from the regular school day.

Research Question 2: Faculty Perceptions The second research question sought to find the perceived academic value of PE according to high school faculty members. Faculty members willing to participate in the study completed a modified version of the Barney and Deutsch Survey. Participants were asked to complete the seven-statement survey by making selections based on a five

44 option Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Statements 2 and 7 included open-ended questions requesting participants to explain their selections. Figure 8 documents the options selected by faculty for Statement 1 of the sevenstatement survey. According to the results of the survey for Statement 1, 41 (52%) faculty members strongly agreed PE is academically important for the students. Thirty (38%) faculty members agreed PE is academically important for the students. Three (4%) faculty members held neutral positions. Two (3%) faculty members disagreed with the statement PE is academically important for the students. Two (3%) faculty members strongly disagreed with the statement PE is academically important for the students.

Figure 8. Faculty responses to Statement 1. Likert Scale results of the raw data provided by faculty for Statement 1: Physical education is academically important for the students.

45 Figure 9 documents the options selected by faculty for Statement 2 of the sevenstatement survey. Forty-five (58%) faculty members strongly agreed PE makes a valuable contribution to a student's overall education. Twenty-eight (36%) faculty agreed PE makes a valuable contribution to a students overall education. One (1%) faculty member disagreed with the statement PE makes a valuable contribution to a students overall education. Four (5%) faculty members indicated a neutral response. None of the faculty members indicated a strongly disagreed response. Study participants were given the opportunity to explain the reason for their choices for Statement 2. The following are anonymous quotes written by faculty who completed the survey: Because it helps maintain the idea of healthy living. Students learn a variety of knowledge and skills through PE. Students need a time in their day to be physically active and release energy in order to be successful in their core subjects. Exercising allows gaining and retaining energy, which students need to be better in class. Teaches teamwork and work ethic. PE gives students structure academically. It promotes teamwork and builds routines, which can be associated with academic studies. Our kids may not get exercise otherwise. Students need to be taught that all classes, including gym, are important and made aware of the physical benefits which in turn result in academic value.

46 Studies indicate that students will be more successful in the classroom with increased physical activity. It teaches skills that could be used for the rest of their lives (ex., health, nutrition, sports, and cooperation). Health and movement is extremely important! Driver Ed too. Students need to exercise both mind and body. Students need to know how to take care of their bodies and protect themselves. I believe PE is a valuable part of education. It will teach them sportsmanship, how to participate with students who are on all kinds of levels. I believe it helps keep them focused and healthy but it is hard for them to make connections between PE and core subjects. Physical activity can be a positive stress reliever and necessary low impact subject. PE teaches cooperation and teamworkvital life skills School is about building the whole self and PE is a part of that process. Students need to be well rounded to be truly successful in life. Sound body = sound mind. PE has the potential to be a more valuable experience than it is currently being utilized as. It is extremely important for students to be physically as well as emotionally and academically strong because the average student wouldnt work out or learn different sports or physical activities on their own. Its important that its offered as part of the academic curriculum.

47 PE plays a very important role in the overall education for all students. Movement helps the thinking process. Not necessarily education. It helps with alertness and energy. It keeps the students physically fit and in good health. Students learn how to take care of themselves through exercise and nutrition. Obesity is on the rise and our children need to understand the importance of a healthy lifestyle. I concur with the Greeks. We should not only be exercising the mind but the body as well. PE also provides a relief valve for all of our active students to blow off a little steam as opposed to sitting in a class all day. Healthy body, good blood flow, feelings of accomplishment continues in everything. Physical activity and good health are proven to affect how people intake and retain knowledge. Health is a lifelong process to maintain. Students need physical activity and health to be healthier productive adults. Kinesiology and kinesthetic is vital to developing the whole student. The trends we start now follow us in the future. Even if they dont see the need or act on what they are learning during their teen years, it is important to continue teaching them how to care for their bodies and what their bodies need to live.

48

Figure 9. Faculty responses to Statement 2. Likert Scale results of the raw data provided by faculty for Statement 2: Physical education makes a valuable contribution to a students overall education.

Figure 10 documents the options selected by faculty for Statement 3 of the sevenstatement survey. Thirty-seven (48%) faculty members strongly agreed the knowledge students learn in PE class is going to be important for them throughout their lives. Thirty-four (44%) faculty members agreed the knowledge students learn in PE class is going to be important for them throughout their lives. One (1%) faculty member disagreed the knowledge students learn in PE class is going to be important for them throughout their lives. One (1%) faculty member strongly disagreed the knowledge students learn in PE class is going to be important for them throughout their lives. Five (6%) faculty members indicated they were neutral regarding the statement the knowledge students learn in PE class is going to be important for them throughout their lives.

49

Figure 10. Faculty responses to Statement 3. Likert Scale results of the raw data provided by faculty for Statement 3: The knowledge students learn in physical education class is going to be important for them throughout their lives. Figure 11 documents the options selected by faculty for Statement 4 of the sevenstatement survey. Thirty-eight (49%) faculty members strongly agreed to the statement, my overall PE experience was positive. Thirty (38%) faculty members agreed to the statement, my overall PE experience was positive. Six (8%) expressed a neutral response. Three (4%) faculty members disagreed to the statement, my overall PE experience was positive. One (1%) faculty member strongly disagreed to the statement, my overall PE experience was positive.

50

Figure 11. Faculty responses to Statement 4. Likert Scale results of the raw data provided by faculty for Statement 4: My overall physical education experience was positive. Figure 12 documents the options selected by faculty for Statement 5 of the sevenstatement survey. Twenty-three (29%) faculty members strongly agreed students learn better after returning from PE class. Twenty-six (33%) faculty members agreed students learn better after returning from PE class. Three (4%) faculty members indicated they disagreed students learn better after returning from PE class. One (1%) strongly disagreed to the statement students learn better after returning from PE class. Twenty-six (33%) indicated a neutral position.

51

Figure 12. Faculty responses to Statement 5. Likert Scale results of the raw data provided by faculty for Statement 5: Students learn better after returning from physical education class. Figure 13 documents the options selected by faculty for Statement 6 of the sevenstatement survey. Twelve (15%) faculty members strongly agreed the PE curriculum addresses subjects on standardized assessments. Eighteen (23%) faculty members agreed the PE curriculum addresses subjects on standardized assessments. Thirty (39%) faculty members indicated a neutral opinion regarding the statement. Thirteen (17%) faculty members disagreed with the statement the PE curriculum addresses subjects on standardized assessments. Five (6%) strongly disagreed with the statement the PE curriculum addresses subjects on standardized assessments.

52

Figure 13. Faculty responses to Statement 6. Likert Scale results of the raw data provided by faculty for Statement 6: The physical education curriculum addresses subjects on standardized assessments. Figure 14 documents the options selected by faculty for Statement 7 of the sevenstatement survey. Two (3%) faculty members strongly agreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Three (4%) faculty members agreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Fifty-four (69%) faculty members strongly disagreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Fifteen (19%) disagreed the to further address the academic needs of high school students, PE

53 should be considered a possible class to eliminate from the regular school day. Four (5%) of the faculty took a neutral position. Study participants were given the opportunity to explain the reason for their choices for Statement 7. The following are anonymous quotes written by faculty who completed the survey: PE is important for ALL students to experience for at least 1 year in their educational tenure in HS. However, as it exists now, it is not academic, it is kinesthetic/physical. Why would you eliminate a subject that has a positive effect on an individuals life? Every class is important. It should not be eliminated or taken during certain years. Students need to participate in physical activity on a regular basis especially if nutrition at home is lacking and physical activity is minimal. I think urban schools need the same physical activity resources and exposure as that of suburban counterparts. Students need physical activity. I believe that students need the time to exercise correctly. I believe PE does not improve a students academic performance. Sometimes, they cant concentrate after PE because they are too tried or hot. However, I do believe its an important social activity; it encourages people to work together. PE is important for too many reasons including health, condition of students, teamwork, knowledge of sports, letting off steam, etc. PE was and is important to keep students from being obese later in life. Children do not receive enough physical activity in their daily life.

54 Kids need PE to keep focused and learn how to stay healthy. Again, it is part of the overall learning process and should be included in the school day. A strong body contributes to a strong mind. Need the exercise and health/nutrition information provided. Students should be required at least 1 year but students shouldnt have academic schedules with multiple gym classes in jr/sr years of HS. It is important for us to get to know how our body works and to strengthen it. Many students arent aware of what they enjoy until they try it and PE may be their first exposure. For example, I had never played tennis or square danced until my high school PE class. Because I enjoyed tennis so much, I joined the team in college. I appreciate the exposure. Motor skills are very important to students. Health information, health concerns, current health debates are brought to the forefront in PE classes. PE can open some students mindsets regarding career opportunities. As I stated before, PE can be a relief valve for our active students as well as provide a platform for maintaining a healthy active lifestyle (i.e., nutrition and physical fitness). Health = brain usage. Our students are sadly lacking in positive health reflections (ex. Overweight). PE should be (required) 4 years. Drivers Ed should be in grade 12. Park districts do not provide nearly enough activities. Physical activity starts the brain. Studies at Naperville (I think) have shown this. Very important in every persons life to form healthy habits.

55 So we can have more fat students?

Figure 14. Faculty responses to Statement 7. Likert Scale results of the raw data provided by faculty for Statement 7: To further address the academic needs of high school students, physical education should be considered a possible class to eliminate from the regular school day. Research Question 3: Staff Perceptions The third research question sought to find the perceived academic value of PE according to high school staff members. Staff members willing to participate in the study completed a modified version of the Barney and Deutsch Survey. Participants were asked to complete the seven-statement survey by making selections based on a fiveoption Likert scale (strongly agree, agree, neutral, disagree, and strongly disagree). Statements 2 and 7 included open-ended questions requesting participants to explain their selections.

56 Figure15 documents the options selected by staff for Statement 1 of the sevenstatement survey. According to the results of the survey for Statement 1, 10 (59%) staff members strongly agreed PE is academically important for the students. Six (35%) staff members agreed PE is academically important for the students. One (6%) staff member disagreed with the statement PE is academically important for the students. None of the staff members strongly disagreed or held neutral positions.

Figure 15. Staff responses to Statement 1. Likert Scale results of the raw data provided by staff for Statement 1: Physical education is academically important for the students. Figure 16 documents the options selected by staff for Statement 2 of the sevenstatement survey. Seven (41%) staff members strongly agreed PE makes a valuable contribution to a students overall education. Nine (53%) staff members agreed PE makes a valuable contribution to a students overall education. One (6%) staff member selected neutral. None of the staff members indicated they disagreed or strongly disagreed with the statement. Study participants were given the opportunity to explain the reason for their choices for Statement 2. The following are anonymous quotes written by staff who completed the survey:

57 If PE is taught correctly and the kids are active, it can definitely get them wound down for classes. PE and academics educates the brain (a muscle). I feel it will help the student in the other classes; they will be able to concentrate better in class. PE activities enhance social/emotional skills. A strong mind is a sound body!

Figure 16. Staff responses to Statement 2. Likert Scale results of the raw data provided by staff for Statement 2: Physical education makes a valuable contribution to a students overall education. Figure 17 documents the options selected by staff for Statement 3 of the sevenstatement survey. Six (35%) staff members strongly agreed the knowledge students learn in PE class is going to be important for them throughout their lives. Eight (47%) staff

58 members agreed the knowledge students learn in PE class is going to be important for them throughout their lives. One (6%) staff member indicated he/she disagreed with the statement the knowledge students learn in PE class is going to be important for them throughout their lives. Two (12%) held neutral positions and no staff members offered a strongly disagree response.

Figure 17. Staff responses to Statement 3. Likert Scale results of the raw data provided by staff for Statement 3: The knowledge students learn in physical education class is going to be important for them throughout their lives. Figure 18 documents the options selected by staff for Statement 4 of the sevenstatement survey. Nine (53%) staff members strongly agreed to the statement, my overall PE experience was positive. Six (35%) staff members agreed to the statement, my overall PE experience was positive. Two (12%) expressed a neutral response. None of

59 the staff members disagreed or strongly disagreed with the statement, my overall PE experience was positive.

Figure 18. Staff responses to Statement 4. Likert Scale results of the raw data provided by staff for Statement 4: My overall physical education experience was positive. Figure 19 documents the options selected by staff for Statement 5 of the sevenstatement survey. Five (29%) staff members strongly agreed students learn better after returning from PE class. Seven (41%) of the staff members agreed students learn better after returning from PE class. One (25%) staff member indicated he/she disagreed students learn better after returning from PE class. Four (24%) indicated a neutral response regarding the statement students learn better after returning from PE class. One (6%) disagreed with the statement students learn better after returning from PE class. None of the staff members selected strongly disagreed.

60

Figure 19. Staff responses to Statement 5. Likert Scale results of the raw data provided by staff for Statement 5: Students learn better after returning from physical education class. Figure 20 documents the options selected by staff for Statement 6 of the sevenstatement survey. Two (12%) staff members strongly agreed the PE curriculum addresses subjects on standardized assessments. Eight (47%) of the staff agreed the PE curriculum addresses subjects on standardized assessments. Five (29%) staff members indicated they were neutral regarding the PE curriculum addresses subjects on standardized assessments. One (6%) staff member selected disagree. One (6%) staff member strongly disagreed with the statement the PE curriculum addresses subjects on standardized assessments.

61

Figure 20. Staff responses to Statement 6. Likert Scale results of the raw data provided by staff for Statement 6: The physical education curriculum addresses subjects on standardized assessments. Figure 21 documents the options selected by staff for Statement 7 of the sevenstatement survey. None of the staff members strongly agreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Three (18%) staff members agreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Six (35%) disagreed to further address the academic needs of high school students, PE should be considered a possible class to eliminate from the regular school day. Seven (41%) staff members strongly disagreed to further address the academic needs of high school students PE should be considered a

62 possible class to eliminate from the regular school day. One (6%) staff member took a neutral position. Study participants were given the opportunity to explain the reason for their choices for Statement 7. The following are anonymous quotes written by staff members who completed the survey: My experience in PE was very positive but Im sure it can vary with each child. I believe it can be positive for any child with the right teacher. I think a child on a daily basis should learn physical exercise to stay healthy and fit. Also teach them to eat healthy and do the things to maintain a healthy lifestyle. They need a class so they can burn a lot of their energy away. The PE/Health/DE curriculum enhances students learning. We have too many students that are overweight and have medical problems.

63

Figure 21. Staff responses to Statement 7. Likert Scale results of the raw data provided by staff for Statement 7: To further address the academic needs of high school students, physical education should be considered a possible class to eliminate from the regular school day. Chapter Summary The data collected from the administrators, faculty, and staff members who chose to participate in the study were tallied using raw scores and expressed percentages. Relevant to Research Question 1, it was found that administrators who participated in the modified Barney and Deutsch survey overall felt PE had academic relevance. Additionally, administrators who completed the survey deemed it necessary to include PE in the regular school day as it had a place in high school curriculum. Relevant to Research Question 2, it was found that faculty who participated in the modified Barney and Deutsch survey felt PE had academic relevance and also deemed it necessary to

64 include PE in the regular school day as it had a place in high school curriculum. Relevant to Research Question 3, it was found that staff who participated in the modified Barney and Deutsch survey felt PE had academic relevance and, too, deemed it necessary to include PE in the regular school day. There were other implications, findings, exceptions, and conclusions for practice and future research, which are discussed and addressed in detail in Chapter 5.

65 CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary PE has been gradually reduced and in some cases, substituted, and phased out of students academic experiences (Kumar, 2008; Mears, 2010; Tucker, 2008). With obesity and health-related issues on the rise among adolescents, removing PE from the daily academic experience seems counterintuitive (Prusak et al., 2011). Additionally, PE was introduced into the school curricula because of the connection between the mind and physical activity (Jakubec, 1928). According to Greek philosophy, there is no separation of the mental and the physical (Clements, 2010). As a result, it can be assumed the gradual decline in physical activity has a direct connection to the gradual decline of intelligence in the U.S. (Martin & Jirasek, 2008). As discussed within the review of literature for this study, the push for higher academic gains have resulted in stakeholders examining all possibilities for increasing time spent in the classroom (Fogarty, 2010; Lux, 2010; Ruiz, 2010). Unfortunately, this shift has had a negative impact on student overall health, student learning, and the perceived academic value of non-core subjects and their ability to assist with facilitating academic growth (Prusak et al, 2011). Review of the literature indicates the overall belief is PE has no measurable academic value and can be reduced or removed from curricula without consequence to the student (Alexander, 2009; Lux, 2010). To make more time available during the school day for learning, students can participate in sports and activities after school to receive the same or similar benefits PE offers (Mears, 2010; Stutz, 2008).

66 This study was designed to gather a clearer understanding of the academic value of PE according to the decision-makers and stakeholders within the school community. This study asked administrators, faculty, and staff to candidly reveal their perceptions of the academic value of PE. Included in this study was a sample of 99 employees of a metropolitan high school located in Illinois who participated in a survey. The survey asked participants to address seven statements using Likert-scale choices. For two of the statements, participants were asked to expound on the choices made. The results were separated by participant employee level: administration, faculty, and staff. Conclusions Research Question 1: Administrator Perceptions The first question of this study required examining the results of the surveys completed by administrators. The results of the study indicated administrators thought of PE as academically important for students overall. Administrators indicated their personal experiences with PE were overall positive and believed PE sets the foundation for physical activity for a lifetime. Administrators overall believed students learn better after returning from PE classes. When asked if PE addressed specific topics outlined on standardized assessments, administrators were more diverse in their answers. When asked if PE should be removed from the school day, administrators overall believed it should not be removed. However, as indicated in the review of the literature, when faced with meeting AYP and the perceived uncertainty of PE assisting with meeting school goals, administrators may consider possible substitution or elimination of PE classes (Clements, 2010; Lynn, 2007; Ruiz, 2010).

67 Administrators were given the opportunity to further discuss answers chosen in Statement 2. Based on the responses provided for Statement 2, the following trends were identified as reasons PE is considered a valuable contribution to a students overall education: 1. 2. 3. PE offers physical fitness. PE promotes healthy lifestyles for a lifetime. PE provides information regarding the function of the human body. Administrators were given the opportunity to further discuss answers chosen for Statement 7. Based on the responses provided for Statement 7, the following trends were identified as reasons PE should not be considered a possible course to eliminate from the school day: 1. Students would not have the opportunity to engage in physical activity if PE were removed. 2. PE provides a positive experience for students. The following was identified as a reason PE should be considered a possible course to eliminate from the school day: 1. Students should exercise outside of the school day. Based on the responses from the administrators, PE is perceived to belong in the high school curriculum. The overall belief among this group is students should be physically active within the school day. However, there was no specific connection made between academics and PE.

68 Research Question 2: Faculty Perceptions The second question of this study required examining the results of the surveys completed by faculty members. The results of the study indicated faculty overall perceived PE as academically important for students. However, when asked to explain their responses, faculty members discussed more non-academic benefits of PE rather than provide specific academic contributions made by participation in PE. Over half of the faculty believed students learn better after returning from PE classes. However, a sizable portion held neutral opinions. One can conclude either faculty were reluctant to indicate PE had any direct positive impact on learning or that the impact was too minimal to credit PE. Faculty members who participated in the study were reluctant to indicate there is a connection between PE and standardized assessments. One can conclude either the perception is PE does not address content areas on standardized assessments or participants were unsure if it did. When asked if PE should be removed from the school day, faculty overall believed it should not be removed. Faculty members were given the opportunity to further discuss answers chosen in Statement 2. Based on the responses provided for Statement 2, the following trends were identified as reasons PE is considered a valuable contribution to a students overall education: 1. 2. 3. 4. PE offers physical fitness and promotes healthy lifestyles. (Undefined) skills and knowledge are learned in PE. PE classes afford students the opportunity to release energy. PE classes afford students the opportunity to increase energy levels.

69 5. PE teaches students social skills such as teambuilding, teamwork, work ethics, establishing routines, and cooperation. The following trends were identified as reasons PE is not considered a valuable contribution to a students overall education: 1. 2. PE is important but does not make a connection to academics. PE needs to be improved. Faculty was given the opportunity to further discuss answers chosen for Statement 7. Based on the responses provided for Statement 7, the following trends were identified as reasons PE should not be considered a possible course to eliminate from the school day: 1. 2. 3. 4. 5. 6. 7. 8. PE teaches the importance of physical activity. PE has positive effects on students. PE sets up a lifetime of fitness. PE provides knowledge of health and the body. PE enhances a students ability to learn. PE increases ability to concentrate. PE provides a way to release negative energy. PE encourages students to enter the physical fitness and activity. The following was identified as a reason PE should be considered a possible course to eliminate from the school day: 1. Students should exercise outside of school because PE does not have academic relevance.

70 Based on the responses from faculty members, PE appears to have a place in the high school curriculum. As the review of the literature suggested, the overall belief among this group is students should be physically active in school to expel energy and to engage in physical activities (Lux, 2010; Sheehy, 2006). However, as with the previous group, the specific connection between academics and physical education is not clear. This is consistent with the review of the literature (Alexander, 2009). Research Question 3: Staff Perceptions The third question of this study required examining the results of the surveys completed by staff members. The results of the study indicated the staff overall perceived PE as academically important for students. Additionally, the staff indicated they perceived PE made a valuable contribution to students overall education. Most of the staff agreed PE is important because the knowledge can be used throughout a students life. Staff members who participated in the survey also indicated an overall positive personal experience in PE classes. The majority of the staff believed students learn better after returning from PE classes. However, 24% held neutral opinions, from which one can conclude either staff was reluctant to indicate PE appeared to have a direct positive impact on learning or that the impact was too minimal to credit PE. As it relates to the connection between PE and standardized assessment, the results of the study suggest either staff were reluctant to indicate PE does not address content areas on standardized assessments or were unsure if it does. Even with uncertainty of the ability for PE to assist with the school community with meeting AYP, most of the staff was against removing PE from the school day.

71 Staff was given the opportunity to further discuss answers chosen in Statement 2. Based on the responses provided for Statement 2, the following trends were identified and consistent with those outlined in the review of the literature as reasons PE is considered a valuable contribution to a students overall education: 1. 2. 3. 4. 5. PE offers physical benefits. PE classes afford students the opportunity to release energy. PE classes are important for academics. PE teaches students social skills. PE helps students to better concentrate. Staff was given the opportunity to further discuss answers chosen for Statement 7. Based on the responses provided for Statement 7, the following trends were identified as reasons PE should not be considered a possible course to eliminate from the school day: 1. 2. 3. 4. 5. 6. 7. 8. PE provides a way to release energy. PE provides students with a positive experience. PE sets up a lifetime of fitness. PE addresses obesity issues. PE enhances a students overall ability to learn. PE increases ability to concentrate. PE provides a way to release negative energy. PE encourages students to enter the physical fitness and activity. Based on the responses from staff members, PE is perceived to have a place in the high school curriculum. The overall belief among this group is students should be physically active in school. However, when asked to explain their responses, staff

72 members discussed non-academic benefits of PE rather than provide specific academic contributions made by participation in PE. Staff members did communicate PE assisted with increased concentration and learning. Consistent with the review of the literature, it can be postulated the general perception is PE has indirect academic value. Implications for Practice Part of the accountability plan of NCLB is to ensure students are at least meeting academic goals nationally as measured by standardized assessments (NCLB, 2001). If PE is to survive NCLB and other initiatives set to increase academic gains in the U.S., it must work to show measurable achievements and relevance to core subject areas. Consequently, this study was designed to determine the perceived academic value of PE as a relevant academic subject area according to administrators, faculty, and staff. Various trends emerged upon analyzing the data collected. Overall, participants viewed PE as relevant. Some participants were even able to make the connection between PE and its academic benefits. However, the vast majority of the participants viewed PE as an important subject because of its connection to fitness, other health related benefits, and the associated social skills. To increase the perceived academic value of PE, it is recommended that PE programs throughout the U.S. follow the platform of suggestions created by the National Association for Sport and Physical Education. It is also recommended one PE curricula is agreed upon and adopted nationally to recreate the academic success achieved in various high school PE programs throughout the nation (Rhea, 2009). It, too, is recommended physical educators be held responsible and accountable for implementing and facilitating a measurable, quality PE program (Sherman et al., 2010). It is

73 recommended PE curricula addresses core subjects in a measurable manner to assist the larger school community with meeting academic goals. As indicated in the review of the literature, physical activity should return to its original purpose in academia by working as a catalyst for learning core subject areas (Martin & Jirasek, 2008). However, if PE programs are unable to successfully enrich students overall academic experience in a measurable manner, it is recommended PE is moved outside of the regular school day or substituted for participation on athletic teams or clubs. This recommendation is suggested to create more academic learning time and to serve students by creating more learning opportunities during the school day. To support the rise of the perceived academic value of PE, physical educators need to focus on the educational aspect of PE as well as incorporate academics fully into the total PE experience. It would be helpful then if physical educators would not coach sports or athletics. This is suggested to ensure the focus remains on addressing the academic goals outlined for PE, which in turn may assist with meeting school goals. Additionally, physical educators should provide better models of physical fitness and hold themselves accountable by valuing and living the lifestyle they promote and teach. Recommendations for Research The results of this study presented us with possible reasons for the marginalization, substitution, and elimination of PE from high school curricula. As the field of education begins to embrace online and other non-traditional forms of learning, it is imperative to further research and examine still other areas. To survive the shift, the following are recommendations for future research in PE based on the findings of this study:

74 1. A determination of academic growth for students who actively engage in PE on a regular basis. Specifically, is there a measurable connection to be made with students who participate in PE and the grades earned other classes? 2. Based on the aforementioned recommended area of research, create a study comparing the academic growth of students who participate in PE versus those who do not? 3. Create a study with the same questions guiding this study, however, utilizing more participants across several high schools. This study is strongly tied to Barney and Deutsch study of elementary school teachers attitudes and perspectives of elementary PE. Like Barney and Deutsch (2009) study, this study revealed a strong desire for stakeholders to preserve PE in the school curriculum. However, with mounting pressure to perform well on standardized assessments, stakeholders are considering all possibilities including reducing, substituting, and eliminating PE from the school day (Rockford Board of Education, 2004). If this trend is expected to cease, it will be necessary for administrators, faculty, and staff to perceive PE as an academically relevant discipline. As a result, physical educators are ultimately charged with making the necessary changes to preserve PEs position within the high school curriculum.

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82

APPENDICES

83

APPENDIX A Original Version of Barney and Deutschs Teacher Perception Survey

84 APPENDIX A Barney and Deutschs Teacher Perception Survey Question 1: I personally know the physical education teacher in your school. Yes or No Statement 2: I believe the students physical education is important for the students. Please explain your answer.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

Statement 3: I believe that physical education makes a valuable contribution to a students overall education.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

Statement 4: I think the skills and knowledge the students learn in physical education class are going to be important for them throughout their lives. Please explain your answer.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

Statement 5: My physical education experience as a child was a positive experience. Please explain your answer.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

Statement 6: I feel that students learn better after returning from physical education. Please explain your answer.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

Item 7: If there were no physical education teacher in the school, I feel confident enough that I could teach my students an effective physical education lesson. Please explain your answer.
(1=Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, and 5= Strongly Disagree)

85

APPENDIX B Modified Version of Barney and Deutschs Survey

86 APPENDIX B Modified Version of Barney and Deutschs Survey Statement 1: Physical education is academically important for the students.
(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 2: Physical education makes a valuable contribution to a students overall education. Please explain your answer.
(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 3: The knowledge students learned in physical education class are going to be important for them throughout their lives.
(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 4: My overall physical education experience was positive.

(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 5: Students learn better after returning from physical education class.
(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 6: The physical education curriculum addresses subjects on standardized assessments.

(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)

Statement 7: To further address the academic needs of high school students, physical education should be considered as a class to eliminate from the regular school day. Please explain your answer.
(Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree)