Josh Binfield

11/19/15
EDUC 360

ENGAGING PHYSICAL EDUCATION STUDENTS ACROSS

ALL INTERESTS, SKILL SETS AND BACKGROUNDS

During 1999-2005, male students were significantly more likely than female
students to be enrolled in PE, attend PE class daily, and participate in vigorous physical
activity during the average PE class (Centers for Disease Control and Prevention
(CDC), p. 52). When I was observing in a school, I certainly witnessed female students
not participating. I observed three different classes and each class had one student who
did not like to participate. These three students went out of their way to not participate in
all domains: psychomotor, cognitive, and affective. So how should a physical education
teacher keep every student involved? First, we need to figure out why they are not
participating; second, we must ask and research what other professionals are saying
about this topic; and finally, we must come up with a plan to provide quality physical
education to all students.
The three students I observed were all females. A sixth grader, Anne, and two
seventh graders, Brittany and Catherine. A typical class period began with a warm-up
and stretch. The girls, instead of running ten laps like everyone else in the class, chose
to walk the laps and only finished five at the end of the warm-up . After the warm-up, the
teacher picked student leaders to demonstrate stretches. The girls never wanted to
demonstrate any of the stretches and preferred to cause a scene with the teacher. For

example, if the teacher asked a question like: Why is stretching before activity
important? the girls would shout comments out such as: Stretching is pointless! or I
hate gym. After warm-up and stretches, the students were able to participate in
whichever game the teacher chose for that particular lesson. Once again, the girls
would try their hardest not to be involved. If the ball rolled near them, they ran away
from it. They were no longer disruptive to the teacher directly, however, they did not
understand that by not participating they were now upsetting the flow of the game for
the other students in their class.
In order to investigate the problem, I took it upon myself to interview these girls
during class. After all, they would rather talk to me than participate in whatever activity
going on anyway. Subsequently, the three students expressed that they do not want to
participate for a few reasons. First, they explained that they did not think they were good
enough to perform the skills that their teacher asked of them during each class activity.
Second, they said they are afraid of getting hurt; and lastly, Brittany and Catherine
added that they have no interest in participating in sports.
With the aim of promoting quality physical education, typically, the teacher must
use visuals, repetition and modified games to create the best atmosphere for all
learners. The school I observed certainly did not promote quality physical education.
Classes featured elimination games, in which Allie, Brittany and Catherine would
intentionally try to get themselves eliminated. The teacher was a roll the ball out old
school physical education teacher, and that did not create an atmosphere the three girls
had any interest in. What does the teacher have to do differently to change these poor

attitudes and performances by their students? What are some ways in which we can
help the girls want to participate more in class?
Dealing with preteens is a difficult task; however, there are many strategies that
could potentially ease the process for both parties. One strategy I would try with the
three girls is simple and hypothetically very effective. Autonomy gives students choices
and therefore independence.
It appears that in order to enhance students' motivation it is important to promote
their autonomy within the classroomacademic activities and goals, providing
choice in learning and encouraging self-expression. The results of the present
study support the notion that the enhancement of students' autonomy would
probably result to the promotion of their intrinsic motivation for physical education
lessons. Thus, teachers adopting such strategies are more likely to promote
enjoyment and interest among their students (Goudas, 2000, Page 277).

When creating a lesson plan for Allie, Brittany or Catherine I would choose a guided
discovery approach. For example, the girls all expressed that they loved dance and
music. So when doing a dance lesson I would create a lesson that allows the girls to
create their own dance without following anyones ideas or instructions but their own. A
rubric would be given to them to ensure they completed certain criteria, for example,
perform at a low level and a high level. Allowing the girls to be creative might spike
their interest in participating. Since guided discovery is a great technique that may be
used in many lessons, I chose dance to start with since the girls expressed their
interest in that activity.
Alesha Lynn Kientzler created a survey which had the purpose of figuring out
how to improve girls participation in physical activity. The most frequent reason was
"conflict with other activities" (72%). Other high-frequency responses were "I can't find a

sport that I like" (37.3%); "I don't feel like it" (32%); "I have a chronic ailment (asthma,
injury, etc.) (26.7%); "I am not competitive" (24.7%); and "I don't want to embarrass
myself" (20%). (Kientzler, 1999, p. 399). The best part about Kientlers research was
that the girls gave their own suggestions on how to make them participate. More than
half of the girls suggested to teach benefits of physical activity. Many girls also wanted
female coaches or teachers who could understand them better. Approximately 20.6
percent suggested to have many sports available to play instead of just one. Giving the
girls a choice seems to make them more engaged they even said it themselves.
Allie, Brittany and Catherine all said they were not good at the skills needed and
therefore did not want to participate in the activities in class. Undoubtedly, they are not
alone. 20 percent of the girls in Kientzlers study expressed they were too embarrassed
to participate in physical education. After observing the physical education class for four
days, I noticed that there was never time allocated for practicing the skills needed to
play the game or sport. For example, the class would play a game of Scatterball which
involved throwing and catching, but they never practiced throwing and catching. I would
definitely incorporate practicing skills in any physical education class. Academic
learning time in physical education is defined as time that each student spends engaged
in performing, analyzing, and evaluating the performance (Ennis, 2003, p. 79). So, if
the students are not given to practice they are not fulfilling the goal of physical
education, which, ultimately, is to learn. Practice, especially for the girls, must be
appropriate to their skill level. Practice is also most beneficial when the teacher is giving
immediate, informational feedback. Allie, Brittany and Catherine would surely benefit
from practicing the skills they have no idea how to do.

Marios Goudas (2000) produced a study to examine factors influencing students'

intrinsic motivation in physical education lessons (Goudas, 2000, p.277). I believe the
best way to start is to find out what motivates Allie, Brittany and Catherine. Goudas
study suggests that the perceived locus of causality had a strong effect on intrinsic
motivation (Goudas, 2000, p.277). If the girls had more of an internal locus of causality
it would mean that the girls have more of an understanding about why physical activity
is so important. For example, physical activity is important for their health, it helps with
stress, and in some cases it improves classroom skills. If the girls were to learn about
these factors, they would be more likely to participate in physical activity and movement.
At the school I observed the students were not enrolled in health class. As a physical
education professional I would come up with one benefit a day to tell all the students in
my class why physical activity and exercise is so important. The girls would benefit
because they may take some of that advice into consideration when they are not
participating.
Due to many factors, such as time, class structure, and personnel, I was not able
to test my devised plan. However, because of the research to back it up and my own
experiences in other settings I believe my plan would have a great effect on all three
girls. I am optimistic that the plan would change the girls mindset and they would start
to participate a little bit more. For example, I coach a U-11 Girls soccer team in New
Rochelle, NY. The girls are a little younger than Allie, Brittany and Catherine, but I was
able to experiment with autonomy and teaching the girls benefits of participating at
practice. Often, I have difficulties with keeping the girls at practice on task because they
are engaged in other activities such as personal conversations, gymnastics and day

dreaming. However, the girls responded quickly and positively when I gave them
choices. For example, for the warm up the girls usually have to pass the ball back and
forth in partners about ten yards away. Usually it is disorganized, and the girls do not
like it, even though I explain it will help there technique. When I tried using the research
I had done, I gave the girls two options: They could either pass the ball using one touch
5 yards away from one another; or they could pass the ball using three touches 15
yards away from one another. With these choices in mind, the girls seemed much more
engaged in the activity, and they were performing techniques I wanted to teach. The
girls seemed to soak up the independence they were given, and the practice was
successful.
According to the research I have done, I concluded that in order to help my
students I must do three things. First, I must give them two or three options so they feel
like they are getting to choose what they participate in. If Allie, Brittany and Catherine
are given more independence and sense of autonomy, it could increase their
participation levels and give them a sense of responsibility. Second, for whichever sport
or game they chose, before they jump straight into the game the girls should be given
time to practice specific skills related to the game. For example, if they are doing a
soccer lesson, they should be given time to practice their dribbling skills on their own
before playing in a game. Finally, I must teach them the benefits of the activity they
chose to their overall health.

References

Centers for Disease Control and Prevention (CDC) (2007). Participation in High
School Physical Education Ontario, Canada, 19992005. Morbidity and
Mortality Weekly Report, 56(3), 5254. Retrieved from
http://www.jstor.org/stable/23317867

Ennis, C. D. (2003). What Works in Physical Education: Designing and Implementing a

Quality Educational Program. Educational Horizons, 81(2), 7782. Retrieved
from http://www.jstor.org/stable/42925991

Goudas, M., Dermitzaki, I., & Bagiatis, K. (2000). Predictors of students' intrinsic
motivation in school physical education. European Journal of Psychology of
Education, 15(3), 271280. Retrieved from http://www.jstor.org/stable/23421625

Kientzler, A. L. (1999). Fifth- and Seventh-Grade Girls' Decisions about Participation in

Physical Activity. The Elementary School Journal, 99(5), 391414. Retrieved
from http://www.jstor.org/stable/1002296