As part of my research for the Active Lifestyles Education Program, I conducted a survey in order to gain insights from my peers on their experiences in Physical Education, specifically, in grade 11 and 12. This survey was given to University students, age 20-26, in the Exercise, Science and Physical Health Program at the University of Victoria. The results provides a variety of insights on personal experiences in a High School Physical Education setting, as well as, the likes and dislikes these individuals had in relation to High School Physical Education. Below is a link to the survey questionnaire, a summary of the responses and how this information links to the development of the Active Lifestyles Education Program.
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Summary of Results
Summary of High School PE Experiences:
- Positive to mostly positive for most responses – largely due to the individuals who completed this survey are studying to become Physical Education teachers, therefore, they are more enthusiastic and interested in physical education.
- Enjoyed the competition
- Outdoor education programs provided positive feedback
- Specialized academies made it more enjoyable
Summary of issues or things to change in Physical Education:
- More focus/comprehensive instruction – for “skill development and strategy”
- Finding ways to promote maximum engagement of all students
- Promote equality – Example- tailor the activities like dance/gymnastics/yoga that are more female biased to accommodate both genders and to make fun and interesting for both as well
- More variety – introduce new and exciting activities for students to try
- More focus on community activities to get students outside of the gym/outdoor fields
“I wish our school did more things in Grades 9 and 10 outside of the gym/outdoor fields. Doing interesting physical activities in the community would have been fun and opened up my interest into different games. It could have also motivated other students to take PE 11 or PE 12 as an elective.” - survey responder
- More structure
- Incorporate models such as TGFU or Sports Ed.
- “Give students more say”
- More emphasis on activities that interested the students rather than traditional/formal sports
- Intramural program at lunch? – providing more opportunities to engage
- More out trips
Summary of the components that should be incorporated into a Gr 11/12 PE program:
- More community based field trips or activities
- Incorporation of models such as TGFU or the Sports Education model.
- PE should be mandatory to promote lifelong activity
- More of a variety of activities
- Keep fitness and skill testing
- Teach active life skills such as first aid, camping skills, hiking, wilderness and survival skills etc.
- Other ways of learning and assessing: peer teaching, reciprocal teaching, creating games, peer assessment, group work etc.
- Incorporation of technology such as prezi, folioz, powerpoint, ipads etc.
- Activities of student interest
- Provide more options and resources
Making Connections - How the results from the Physical Education Survey relates to the Active Lifestyles Education Program
The results from this survey allow me to build on the current research and support my belief that High School Physical Education is in desperate need of change; which is the foundation for the creation and development of the Active lifestyles Education Program (ALEP). This survey was completed by fourteen males and four females in their twenties. When asked if physical activity was important to them 89% strongly agreed and 11% agreed; which is evident as 94% of them participate in physical activity 3 or more times a week. Only 46% of participants participated in grade 11 Physical Education and 37% in grade 12. One participant stated that “doing interesting physical activities in the community would have been fun and open my interests into different games” and that “this could have motivated more students to take PE 11 and 12.” Another participant stated that if the goal of physical education is to “teach students to participate in life-long physical activity,” then physical education should be a required course throughout High School. The research supports this statement in that Physical Education should not be considered an option after grade 10 when this time is crucial for adolescents’ development (Ministry of Education, 1997). It is evident that the survey participants are very physically active and have a strong appreciation and passion for physical activity, which is why it is important to note that the survey results may be slightly biased as the individuals who completed the survey are in the Exercise, Science and Physical Health Education program at the University of Victoria.
The results from this survey strongly support my beliefs that Physical Education is in need of a transformation and that the approach should be build on a foundation that fosters the core values that build the foundation of the Active Lifestyles Education Program: creating community atmosphere and promoting social cohesion; taking a comprehensive approach to physical education; creating active and healthy individuals for like; and providing students with variety and freedom of choice. Participants of this survey stated that they desired ‘more skill development and more strategy,’ opportunities to learn ‘team building skills,’ enhanced community atmosphere and more social cohesion, ‘integration of outside trips into the community that encourage participation in physical activity outside of class time,’ incorporating new assessment strategies, introducing technology, and providing ‘more variety and choice.’ These responses strongly support the research on the components necessary to create a successful and effective physical education program that meets the grade 11 and 12 PE IRP goals set by the BC Ministry of Education (Reference the Adolescents’ Learning Needs and the Goals & Objectives of the Program sections on the Active Lifestyles Education Program page of this Folioz account). Participants also affirmed that making these changes and incorporating such components into Physical Education would allow all students to find enjoyment and develop an appreciation for leading an active and healthy lifestyle; which is essentially the fundamental goal of the ALEP.
This Physical Education Program is grounded by and built upon the elements suggested by the survey results and the current research in this field of study; which reinforces the potential of the ALEP to be one of the most effective current Physical Education programs in the High School Education system.