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Evidence Supporting the Essential Components of Physical Education as a Measure of Quality

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Title: Evidence Supporting the Essential Components of Physical Education as a Measure of Quality
Language: English
Authors: Bryant, Lynne, Burson, Sheri L., Fisher, Jenna, Killian, Chad M. (ORCID 0000-0002-8018-7615), Mulhearn, Shannon C., Nesbitt, Danielle (ORCID 0000-0002-1521-6678), Pfledderer, Christopher D. (ORCID 0000-0001-7503-8554), Castelli, Darla M. (ORCID 0000-0002-8862-578X)
Source: Research Quarterly for Exercise and Sport. 2021 92(2):259-269.
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: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Early Childhood Education
Preschool Education
Descriptors: Physical Education, Educational Quality, Physical Activity Level, Health Behavior, Educational Policy, Educational Environment, Curriculum, Instruction, Student Evaluation, Elementary Secondary Education, Preschool Education, Educational Research, Physical Fitness, Standards, Physical Education Teachers, Teacher Education Programs, Inclusion, Culturally Relevant Education
DOI: 10.1080/02701367.2021.1883505
ISSN: 0270-1367
Abstract: Purpose: The purpose of this article is to provide a summary of contemporary empirical evidence supporting the need for the essential components of physical education as the minimum threshold of quality. The collective findings from a series of systematic reviews conducted through university, community, and the Centers for Disease Control and Prevention (CDC) collaborations are timely and warranted given the current trends in physical inactivity and obesity among youth and emerging adults. Methods: Faculty and students from five doctoral physical education teacher education programs (D-PETE) conducted distinct but interrelated systematic reviews of the Essential Components of Physical Education--policy and environment, curriculum, instruction, and assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (identify, screen, determine eligibility, and include), relevant studies were extracted from six databases. Only peer-reviewed publications related to each essential component were examined. Full papers were included in the final analysis if they were published between January 2000 and May 1, 2020, had a primary outcome related to PreK--12 physical education, and were empirical and original investigations. Results: Each essential component, in part, was empirically supported. Some actionable criteria for a given component were underdeveloped and in need of more empirical research to advance our understanding of policy and environment, curriculum, instruction, and assessment in authentic contexts. Conclusions: Implications for the essential components of physical education and future directions for K-12 physical education, teacher education, and research are outlined in this article.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1298581
Database: ERIC
FullText Links:
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  Data: Evidence Supporting the Essential Components of Physical Education as a Measure of Quality
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  Data: <searchLink fieldCode="AR" term="%22Bryant%2C+Lynne%22">Bryant, Lynne</searchLink><br /><searchLink fieldCode="AR" term="%22Burson%2C+Sheri+L%2E%22">Burson, Sheri L.</searchLink><br /><searchLink fieldCode="AR" term="%22Fisher%2C+Jenna%22">Fisher, Jenna</searchLink><br /><searchLink fieldCode="AR" term="%22Killian%2C+Chad+M%2E%22">Killian, Chad M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8018-7615">0000-0002-8018-7615</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mulhearn%2C+Shannon+C%2E%22">Mulhearn, Shannon C.</searchLink><br /><searchLink fieldCode="AR" term="%22Nesbitt%2C+Danielle%22">Nesbitt, Danielle</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1521-6678">0000-0002-1521-6678</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pfledderer%2C+Christopher+D%2E%22">Pfledderer, Christopher D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7503-8554">0000-0001-7503-8554</externalLink>)<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>)
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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):259-269.
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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: 11
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Instruction%22">Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Fitness%22">Physical Fitness</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink>
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  Data: 10.1080/02701367.2021.1883505
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  Data: Purpose: The purpose of this article is to provide a summary of contemporary empirical evidence supporting the need for the essential components of physical education as the minimum threshold of quality. The collective findings from a series of systematic reviews conducted through university, community, and the Centers for Disease Control and Prevention (CDC) collaborations are timely and warranted given the current trends in physical inactivity and obesity among youth and emerging adults. Methods: Faculty and students from five doctoral physical education teacher education programs (D-PETE) conducted distinct but interrelated systematic reviews of the Essential Components of Physical Education--policy and environment, curriculum, instruction, and assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (identify, screen, determine eligibility, and include), relevant studies were extracted from six databases. Only peer-reviewed publications related to each essential component were examined. Full papers were included in the final analysis if they were published between January 2000 and May 1, 2020, had a primary outcome related to PreK--12 physical education, and were empirical and original investigations. Results: Each essential component, in part, was empirically supported. Some actionable criteria for a given component were underdeveloped and in need of more empirical research to advance our understanding of policy and environment, curriculum, instruction, and assessment in authentic contexts. Conclusions: Implications for the essential components of physical education and future directions for K-12 physical education, teacher education, and research are outlined in this article.
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