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Essential Components of Physical Education: Policy and Environment

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Title: Essential Components of Physical Education: Policy and Environment
Language: English
Authors: Burson, Sheri L., Mulhearn, Shannon C., Castelli, Darla M. (ORCID 0000-0002-8862-578X), van der Mars, Hans (ORCID 0000-0001-9514-4784)
Source: Research Quarterly for Exercise and Sport. 2021 92(2):209-221.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Physical Education, Educational Policy, Physical Activity Level, Educational Research, Teacher Qualifications, Time, Teacher Student Ratio, Program Implementation, Accountability, Learning Activities, Class Size, Health Behavior, Health Promotion, Outcomes of Education
DOI: 10.1080/02701367.2021.1884178
ISSN: 0270-1367
Abstract: Purpose: Physical education policies provide guidance and accountability to develop quality programs that increase physical literacy. The purpose of this study was to conduct a systematic review of physical education policy research to explore its effects on the school environment and programming as an essential component of physical education. Methods: Using the PRISMA guidelines of identify, screen, determine eligibility, and include, studies were extracted from four different databases, using search terms related to the essential physical education component of policy and environment. Of the 225 publications identified, 42 studies met the inclusion criteria for this investigation. Each paper was coded, and emergent themes were identified. Results: The policy research was predominantly descriptive and focused on: (a) minutes in physical education (83%), (b) moderate to vigorous physical activity (MVPA; 31%), (c) certified/qualified teachers (24%), (d) exemptions (17%), and (e) student-teacher ratio (12%). Emergent themes of adherence, policy strength, and implementation accountability were identified as influential physical education policy aspects. Conclusions: Policy research over the last 20 years was focused on the regulatory mandate of time. Policy research did not directly address disciplinary process variables of learning activities or outcomes of physical education. The effects of policy exemptions and class size were underrepresented. Themes may explain the lack of reporting student performance as the primary outcome. Further research is needed to examine the downstream effects of physical education policy and determine whether well-written policies increase the number of physically literate individuals.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1298460
Database: ERIC
FullText Links:
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  Data: Essential Components of Physical Education: Policy and Environment
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Burson%2C+Sheri+L%2E%22">Burson, Sheri L.</searchLink><br /><searchLink fieldCode="AR" term="%22Mulhearn%2C+Shannon+C%2E%22">Mulhearn, Shannon C.</searchLink><br /><searchLink fieldCode="AR" term="%22Castelli%2C+Darla+M%2E%22">Castelli, Darla M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8862-578X">0000-0002-8862-578X</externalLink>)<br /><searchLink fieldCode="AR" term="%22van+der+Mars%2C+Hans%22">van der Mars, Hans</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9514-4784">0000-0001-9514-4784</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+Quarterly+for+Exercise+and+Sport%22"><i>Research Quarterly for Exercise and Sport</i></searchLink>. 2021 92(2):209-221.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 13
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Ratio%22">Teacher Student Ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Size%22">Class Size</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: DOI
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  Data: 10.1080/02701367.2021.1884178
– Name: ISSN
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  Data: 0270-1367
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Physical education policies provide guidance and accountability to develop quality programs that increase physical literacy. The purpose of this study was to conduct a systematic review of physical education policy research to explore its effects on the school environment and programming as an essential component of physical education. Methods: Using the PRISMA guidelines of identify, screen, determine eligibility, and include, studies were extracted from four different databases, using search terms related to the essential physical education component of policy and environment. Of the 225 publications identified, 42 studies met the inclusion criteria for this investigation. Each paper was coded, and emergent themes were identified. Results: The policy research was predominantly descriptive and focused on: (a) minutes in physical education (83%), (b) moderate to vigorous physical activity (MVPA; 31%), (c) certified/qualified teachers (24%), (d) exemptions (17%), and (e) student-teacher ratio (12%). Emergent themes of adherence, policy strength, and implementation accountability were identified as influential physical education policy aspects. Conclusions: Policy research over the last 20 years was focused on the regulatory mandate of time. Policy research did not directly address disciplinary process variables of learning activities or outcomes of physical education. The effects of policy exemptions and class size were underrepresented. Themes may explain the lack of reporting student performance as the primary outcome. Further research is needed to examine the downstream effects of physical education policy and determine whether well-written policies increase the number of physically literate individuals.
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        Value: 10.1080/02701367.2021.1884178
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      – Text: English
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      – SubjectFull: Physical Education
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      – SubjectFull: Educational Policy
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      – SubjectFull: Physical Activity Level
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      – TitleFull: Essential Components of Physical Education: Policy and Environment
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