Exploring the Role of Schools in Mandatory Fitness Assessments of Students in Georgia
Disciplines
Curriculum and Instruction | Health and Physical Education
Abstract (300 words maximum)
Physical Education Teachers’ Perception of Georgia’s SHAPE Policy Requiring School-based Fitness Assessments
With childhood obesity rates on the rise, many states have turned to mandatory school-based physical education policies. In Georgia Student Health and Physical Education (SHAPE) Act was passed in 2009, which requires all public-school students K-12 to increase physical education in schools weekly, and to participate in an annual physical assessment. The purpose of this study is to examine the perception of PE teachers and Principals regarding this Georgia policy. Data was collected through face-to-face structured interviews with PE teachers (and principals) from 82 Georgia middle schools that have implemented the SHAPE policy impact, change in physical activity priority, and the PE teachers’ overall opinions of the policy, All interviews were audiotaped, transcribed, and coded using best practices for qualitative data analysis. These interviews analyzed using NVivo 12, a qualitative data analysis software. The results from the analysis show the frequency of PE teachers’ perceptions of Georgia’s SHAPE policy in the following main themes: priority, involvement, opinions, and impact. Overall the perception of PE teachers, regarding the impact, was positive but subtle variation in perception occurred based on specific school characteristics.
Academic department under which the project should be listed
WCHHS - Health Promotion and Physical Education
Primary Investigator (PI) Name
Phaedra Corso
Exploring the Role of Schools in Mandatory Fitness Assessments of Students in Georgia
Physical Education Teachers’ Perception of Georgia’s SHAPE Policy Requiring School-based Fitness Assessments
With childhood obesity rates on the rise, many states have turned to mandatory school-based physical education policies. In Georgia Student Health and Physical Education (SHAPE) Act was passed in 2009, which requires all public-school students K-12 to increase physical education in schools weekly, and to participate in an annual physical assessment. The purpose of this study is to examine the perception of PE teachers and Principals regarding this Georgia policy. Data was collected through face-to-face structured interviews with PE teachers (and principals) from 82 Georgia middle schools that have implemented the SHAPE policy impact, change in physical activity priority, and the PE teachers’ overall opinions of the policy, All interviews were audiotaped, transcribed, and coded using best practices for qualitative data analysis. These interviews analyzed using NVivo 12, a qualitative data analysis software. The results from the analysis show the frequency of PE teachers’ perceptions of Georgia’s SHAPE policy in the following main themes: priority, involvement, opinions, and impact. Overall the perception of PE teachers, regarding the impact, was positive but subtle variation in perception occurred based on specific school characteristics.