Research indicated that education in the juvenile justice system fails to meet incarcerate youth’s educational needs. Furthermore, little is known regarding the practices of physical education within the juvenile justice system. Therefore, the purpose of this study was to examine student conceptions of physical education in traditional schools, detention centers and in their current program (SOAR).
Method:
The theoretical framework drew on research from Carlson and Dyson on student voice. Teachers and scholars can gain crucial insight into how physical education curriculum is received based on listening to students’ perceptions on how they experience the curriculum. Students’ perceptions and beliefs of physical education can affect whether they choose to participate in physical education class and to what degree. Likewise, students’ perceptions can also have an effect on how they learn during class, their perceptions of learning, as well as how long they remember what was learned in physical education
Analysis/Results:
Data was collected using semi-structured interviews and passive observations. The data was then analyzed using thematic analysis. Interviews and observation notes were read and re-read and scanned for initial codes by separating the data for each question and making memos that described emerging patterns. The results indicate that students had difficulty in delineating teacher and coach roles. However, they were able to articulate that their traditional physical education experience was unorganized, unstructured and expressed poor teaching practices.
Conclusions:
Students’ perceptions of previous physical education experiences were viewed through the prism of their current physical education. According to student perceptions’, physical education in the juvenile justice system lacks student accountability and is often implemented by a non-certified physical education teacher. The data suggests that the physical education that students received in previous facilities was similar to that of their traditional physical education experiences. This juxtaposition implies that physical education was provided as a break for the students and staff rather than an opportunity to use physical education for learning and as part of the rehabilitation process. Based from perceptions of student views of the physical education program at SOAR they initially found it extremely difficult or allowed other situations to influence participation which lead to resisting. Furthermore, their learning frustrations eventually subsided as students became accustomed to the challenges and skill level learning. This led students to remain persistent by motivation and encouragement. Through this process students disclosed what they were learning and their enjoyment during class.