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Islandora
Dissertations, Theses, and Projects
Dissertations and Doctoral Projects
Health Science and Exercise Leadership (DHSc)
Physical education (PE) strategies for increasing moderate to vigorous physical activity (MVPA) in school aged children :
Physical education (PE) strategies for increasing moderate to vigorous physical activity (MVPA) in school aged children :
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Details
Title
Physical education (PE) strategies for increasing moderate to vigorous physical activity (MVPA) in school aged children :: a dissertation
Creator
Subject
Physical education for children., Physical education teachers.
Description
The purpose of this study mixed-method study was to explore physical education (PE) based MVPA strategies/interventions used by elementary physical education (EPE) teachers within public schools in Western Massachusetts. Research aims included: (1) are EPE teachers in Hampshire/Hampden County aware of MVPA concepts/strategies/interventions, (2) how are EPE teachers utilizing MVPA interventions, (3) what specific interventions are being implemented, and (4) how frequently? This study also sought to discern if MVPA strategies in use aligned with the theory of expanded, extended, and enhanced opportunities (TEO) for physical activity using a sequential explanatory mixed-method design. Phase one consisted of collecting quantitative data using an electronic survey link sent to all EPE teachers in Hampshire/Hampden County, Massachusetts. Phase two collected qualitative data in the form of collective case study using open-ended interviews. EPE teachers were designated to a collective case by teaching assignment: full-time, part-time, or itinerant. Participants included 25 EPE teachers (phase one) and five EPE teachers (two full-time, one part-time, and two itinerants) for phase two. Phase one survey data was analyzed using SurveyMonkey analysis tools and SAS frequency tables. Phase two follow-up interviews were coded into NVivo software for text analysis. Results showed that EPE teachers in Hampshire/Hampden counties are aware of MVPA concepts, and that specific strategies in use align with expanded and enhanced opportunities outlined in the TEO, however, EPE teachers’ assignment did not have direct impact on their ability to implement MVPA. All EPE teachers interviewed, regardless of teaching assignment, reported feasibility of strategies, access to PE specific professional development, and insufficient PE class time as challenges to their implementation of MVPA.
Publisher
Contributor
Dostal, Denae Kessel. (Author), (Author)
Date
2019-12-01
Type
Text
Format
Identifier
cali:814
Source
Language
Relation
Coverage
Rights
