Knowledge in Action: Teacher Perceptions on Teaching Healthy Behavior Knowledge

Background/Purpose:   Quality Physical Education programs should provide student outcomes that develop physically educated individuals who are knowledgeable and skillful for a lifetime of healthy behaviors.  There is evidence that school-aged youth lack basic levels of HBK (e.g., Brusseau et al., 2011; Keating et. al., 2010, Stewart & Mitchell, 2003).  Guskey’s Model of Teacher Change ([GMTC] Guskey, 2002) served as the foundational theory to better understand the change process and teachers’ perceptions during the implementation of newly a designed fitness lessons called Knowledge in Action (KIA).  Teacher change has been perceived to be a long and complicated process, however, following GMTC three principles, implementation of a novel curriculum can be relatively seamless.  The following two research questions were examined, (a) what are teachers’ perceptions of teaching HBK in Physical Education classes, and (b) what are teachers’ perceptions on the KIA fitness segments taught?

Method: Ten teachers were recruited and randomly assigned into either the implementation (n=5) or control group (n=5).  Years of teaching experience for participating teachers ranged from 3 to 27 (M=10.89, SD=8.0).  Semi-structured interviews were conducted and occurred once during the beginning of the study with control teachers and three times over the course of the study for the implementation teachers.

Analysis/Results: Constant comparative methods were used to analyze the data.  Member checking with the teachers, peer examination, and negative case searches were used to ensure data trustworthiness.  Based on the first question, two common themes emerged from the data: (a) ‘Favorable Perceptions Toward HBK’ and (b) ‘Time Constraints’.  Based on the second research question, three common themes were found, (a) Effective Teacher Training of the Segments, (b), Learning a Novel Teaching Strategy, and (c) Teachers Recommended Modifications.  For example, in support of the “Learning a Novel Teaching Strategy” theme, Ruth mentioned, “I just really like the fact that they’re gaining knowledge and learning and I can see it now.  Like I’m always focused on getting them to move but I didn’t realize that they didn't know much at all.” 

Conclusions: All participating teachers viewed it to be crucial for students to possess a strong HBK base.  However, their previous gamut of HBK instructional practices restricted physical activity participation.  Adequate professional development and positive observable student outcomes influenced these teachers’ willingness to continue teaching HBK in their PE programs. The KIA fitness segments was a favorable strategy for teaching HBK among elementary school aged children.