Staff Perception and Physical Education in Academic Performance - Dissertation Example

? Relationship of Staff Perception of the Importance of Physical Education and their Physical Well-Being to their Academic Performance in English andMathematics Name Institutional affiliation Tutor Date Relationship of Staff Perception of the Importance of Physical Education and their Physical Well-Being to their Academic Performance in English and Mathematics 1.0. Introduction The great 17th century Dutch Jewish philosopher Baruch de Spinoza (2006:149) describes happiness as being “able to live through the whole period of life with a sound mind and a sound body”. As noted by Malina (2001), the association between physical activity and cognitive competence is tackled mainly along the area of intellectual development and academic achievement. Moreover, the importance of movement and physical activity among children and youth can not be discounted. Likewise, evidence from research during the 1990s has uncovered that “regular physical activity can make significant positive contribution to physical, mental and emotional well-being of children” (Bailey, 2001:2). 1.1. Aims It should not, therefore, come as a surprise that in many studies, physical education is regarded as among the most important areas in the curriculum by teachers and students alike (Bailey, 2001). In this regard, this study is being proposed to evaluate the importance of physical education and physical well-being among staff and how their perceptions of such importance influence their academic achievement in English and Mathematics subjects. Bailey (2001) argued that physical education (P.E) teachers are in a good position to encourage and motivate students to learn, and that the P.E teachers are highly responsible not to drive students away from physical education and physical activity, since the latter can happen if the P.E teachers are amiss in their roles. 1.2. Justification of the Study A working knowledge about how the staff in a UK secondary school perceive the importance of physical education and their physical well-being in the life of their students will be important in curricular design for PE, as well as in the preparation of lesson plans and strategies to maintain and / or enhance the students’ motivation to learn in other subject areas, particularly in English or Mathematics. This serves as the primary justification for the conduct of the proposed study. 1.3. Statement of the Research Problems The following problems will be addressed in this study: 1.3.1. What is the profile of the secondary students in the research locale in terms of gender, age, year level, and grades in English and Mathematics? 1.3.2. What is the perception of the staff of the importance of physical education in their life in general; and in their life as students? 1.3.3. What is the perception of the staff on the importance of physical well-being in their life in general; and in their life as students? 1.3.4. What is the relationship between the staff of the importance of physical education and their academic performance of their students in English and Mathematics? 1.3.5. What is the relationship between the staff’s perception of the importance of physical well-being and the academic performance of their students in English and Mathematics? 1.3.6. Are there significant differences in the staffs’ perception of the importance of Physical Education and their physical well-being when they are grouped in terms of gender, age, year level, and grades in English and Mathematics? 1.3.7. What strategies may be integrated in the Physical Education classes to ensure that students are appropriately motivated to learn in school? 1.4. Statement of Hypotheses Grounded on the research problems presented, the following hypotheses, stated in the null form, will be tested using non-directional or two-tailed analysis and 0.05 level of significance (?=0.05) 1.4.1. There is no significant relationship between the staffs’ perception of the importance of physical education and the academic performance of their learners in English. 1.4.2. There is no significant relationship between the staffs’ perception of the importance of physical education and their academic performance of their learners in Mathematics. 1.4.3. There is no significant relationship between the staffs’ perception of the importance of their physical well-being and the academic performance of their learners in English. 1.4.4. There is no significant relationship between the staffs’ perception of the importance of their physical well-being and the academic performance of their learners in Mathematics. 1.4.5. There are no significant differences in the staffs’ perception of the importance of Physical Education the academic performance of their learners when they are grouped in terms of gender, age, year level, and grades in English and Mathematics. 1.2.5. There are no significant differences in the staffs’ perception of the importance of their physical well-being on the academic performance of their learners when they are grouped in terms of gender, age, year level, and grades in English and Mathematics. 1.5. Background Information Participation in physical education activities can help start healthy lifestyle habits, improve self-esteem, reduce the effects of depression and anxiety, and makes young individuals value and take responsibility for their own health. Moreover, studies show that physical activities provide the brain with beneficial effects, resulting to higher academic performance. Children who engage in physical education activities show improvements in terms of self-confidence, assertiveness, independence, and self-control. Moreover, physical activity is shown to contribute to a person’s cognitive development. According to the staff, students who took physical education courses show an improvement of more than 50 percent in terms of comprehension (PE4Life 2007). Based on collated research findings, parents and teachers share the same opinion regarding physical education classes. First, physical education should be taught every day at every level. Second, physical education subjects should not be removed due to budget constraints or compliance to stricter academic standards. Third, physical activity is linked to improved performance at school, as well as improved study behaviour. Lastly, parents and teachers advocate lifestyle changes to accommodate children participation in physical activity beyond school hours (PE4Life 2007). However, Himberg, Hutchinson and Roussell (2003) maintained that physical education is not confined to performing physical activities or exercise. Physical education also involves learning tasks designed to attain higher levels of cognition. This may be achieved by having students participate on activities which involve perceiving, refining, adjustment of student plan, monitoring, behaviour management, provision of feedback, and assessment of motor-skill performance and knowledge. In similar vein, Hardman (2011) described physical education as a rich source of beneficial effects which starts from early childhood and lasts until adulthood. Such benefits come in the form of: (1) socio-cultural, educational, and social values (2) psycho-social qualities (3) Socialization (4) Inclusion (5) Moral codes of behaviour (6) Cognitive and physical development and (7) Healthy well-being and diet. Thus, physical education has become a crucial and unique component of learning due to its ability to address issue where other components have failed. Additionally, Shimon (2011) identified several novel activities which aim to motivate young people to be more physically active. New exergaming systems such as Dance, Dance, Revolution, Wii Fit, and Game bikes have been developed to promote increased physical activity. However, since these approaches are quite recent, research on their beneficial effects are yet to be conducted. Ahmed (2005) also revealed that spending more time in P.E does not result in harmful effects on the standardised academic achievement of students. Evidence was also gathered as to the significant positive outcomes of participating in a health-related PE program and academic achievement. Also, participation in sports and other physical activity can promote social well-being, together with physical and mental well-being. The following paragraphs tackle selected studies in physical education which have direct or indirect bearing on the proposed study: Grissom (2005) examined the link between academic achievement and physical fitness by comparing FITNESSGRAM scores and Stanford Achievement Test scores for reading and mathematics of 884,715 subjects consisting of 5th, 7th, and 9th grade students from a California public school. The results reveal a direct positive relationship between academic achievement and physical fitness as evidenced by an increase in mean academic scores whenever fitness scores improved. In terms of gender however, the relationship is much stronger among female respondents. This shares the same trend with respondents with higher social economic status. However, it cannot be directly inferred that being physically fit would help improve academic performance. Strong et al. (2005) conducted a systematic review of 850 related articles to evaluate the effects of physical activity on health and behaviour among the youth. According to the results, most interventions involved 30 to 45 minutes of moderate to vigorous physical activity done 3 to 5 times a week. Moreover, it is recommended that young students should participate in appropriate and varied exercise activities for at least 60 minutes everyday. There are four types of extrinsic motivation: (1) External regulation (2) Introjected regulation (3) Identified regulation and (4) Integrated regulation. External regulation includes behaviours driven by external factors such as rewards or punishment. Meanwhile, introjected regulation involves behaviours exhibited to gain social recognition, circumvent feelings of guilt, and escape internal pressures. Identified regulation includes behaviours that are more self-determined, highly-valued, and is done with lesser pressure. On the other hand, integrated regulation involves most self-determined behaviours which are voluntary with the aim of improving one’s self. On the other hand, motivation is described as a condition wherein an individual does not see any long-term effects of their actions due to their belief that they lack the necessary competency and control to accomplish a specific task (Ntoumanis 2001). Tappe and Burgeson (2004) emphasized the potential of physical education in promoting physical activity and public health. In addition, previous studies on physical education show a positive link with academic performance. However, constraints in terms of academic accountability tend to hinder the realization of perceived benefits. It is recommended that further advocacy for physical education programs and the creation of environments conducive to physical activity be advanced. A study on physical education and academic performance by Stevenson & Lochbaum (2008) show a positive and significant relationship between mathematics and reading achievement with physical education. However, participation in physical education did not show any significant relationship with academic achievement. Dexter (2009) evaluated related literature on the link between sport knowledge, sport education, and academic performance. Based on the results, it shows a link between sport knowledge and sport performance. In addition, sport knowledge and sport performance share a positive relationship with academic performance. However, the same findings suggest differences on sport knowledge between genders. Bailey, Armour, Kirk, Jess, Pickup & Sandford (2009) evaluated theoretical and empirical claims on the benefits of physical education and school sport. These claims exist on four domains: (1) physical; (2) social; (3) affective; and (4) cognitive. Some evidence suggests an indirect beneficial link between physical activity and academic performance. Moreover, majority of the education benefits reveal a high dependency on contextual and pedagogic variables. Bailey (2006) examined the scientific evidence behind the benefits of physical education and school sports on child development within five domains: physical, lifestyle, affective, social, and cognitive. The results of the study suggest that physical education provides benefits in terms of the five aforementioned domains, which in turn helps improve academic and cognitive development. To maximize the benefits of physical education and activity, it is suggested that positive experiences emphasizing on enjoyment, diversity, and engagement are utilized. 2.0. Methodology 2.1. Research Design Descriptive-quantitative techniques using survey methodology and archival data will be adapted in the conduct of the proposed study. Descriptive research is the method of choice since it offers “objective, reliable and scientifically valid descriptions of what people think, say and do” (Mitchell and Jolley, 2010: 204). Descriptive research is deemed most appropriate for the proposed study in that it answers “what” questions, which predominantly comprise the research problems to be addressed in this study. Moreover, descriptive research is also used to test hypotheses (Mitchell and Jolley, 2010). Meanwhile, quantitative research is a necessary element of the proposed study since the intended methodology proposes the collection of numerical data in the form of the last quarter grades of the research participants in English and Mathematics, among other variables. Additionally, descriptive research is best paired with quantitative methods for theory and hypothesis testing because the quantitative approach follows the confirmatory research method (Johnson and Christensen, 2011). Out of ten general studies on physical education, four were systematic reviews (Murray, Low, Hollis, Cross & Davis 2007; Trudeau & Shepard 2008; Tomporowski, Davis, Miller & Naglieri 2008; Taras 2009), one archival (Carlson et al. 2008), one observation and questionnaire (Coe, Pivarnik, Womack, Reeves & Malina 2006), two quantitative methods using regression analysis (Chomitz, Slining, McGowan, Mitchell, Dawson & Hacker 2009; Kwak, Kremers, Bergman, Ruiz, Rizzo & Sjostrom 2009; one quasi-experimental (Shilts, Lamp, Horowitz & Townsend 2009), and one randomized controlled trial (Yasmin, MacDonald, Reed, Naylor, Lui-Ambrose & McKay 2007). 2.2. Population and Sampling Design Calculation of the required sample size was carried out using a Web-based sample size calculator based on the following parameters: (1) Margin of error of 5% (2) Confidence level of 95% (3) Population (the number of secondary students enrolled in the research locale) of 1000 and (4) Response distribution of 50%. The minimum required sample size is 278 (Raosoft, 2004). A screenshot of the result of the Web-based computation is shown as Appendix 1. Respondents of the study will be secondary students’ staff in a Catholic secondary high school in Ireland 11-16 years of age. They will be selected using stratified random sampling. Table 1 presents the distribution of the respondents based on the identified population. Table 1. Distribution of Respondents Year Level Population (N=1,000) Percentage Sample (n=278) First year Second year Third year Fourth year 208 354 255 183 20.8 35.4 25.5 18.3 58 98 71 51 2.3. Instrumentation Data will be collected using survey methodology and archival data. A survey is a method of gathering information to describe, explain or compare attitude, behaviour, knowledge, opinions, perceptions, etc. of a specified population (Fink, 1995; Thomas, Nelson, and Silverman, 2011). The questionnaire will serve as a survey instrument. In this study, the questionnaire will be in the form of a pencil and paper survey obtained by requesting participants to answer questions. Data for academic performance in English and Math will be collated from archival data. Archival data are presently existing records or archives, which a researcher selects for analysis (McBurney and White, 2009). In this case, archival data will be sourced from school records. Table 2 presents a detailed, specific research questions and proposed instruments for data collection. Table 2. Specific Research Questions and Proposed Instruments for Data Collection. Research Question Research Instrument 1 What is the profile of the staff on the research locale in terms of gender, age, year level, and grades in English and Mathematics? Survey Questionnaire (Part 1) Archival Research of school records 2 What is the perception of the staff on the importance of physical education in their life in general; and in their life as students? Survey Questionnaire (Part 2) 3 What is the perception of the staff on the importance of physical well-being in their life in general; and in their life as students? 4 What is the relationship between the staff on the importance of physical education and their academic performance in English and Mathematics? Survey Questionnaire Archival Research of school records 5 What is the relationship between the staff on the importance of physical well-being and their academic performance in English and Mathematics? 6 Are there significant differences in the staff on the importance of Physical Education and their physical well-being when they are grouped in terms of gender, age, year level, and grades in English and Mathematics? 7 What strategies may be integrated in the Physical Education classes to ensure that staff is appropriately motivated to teach in school? Survey Questionnaire (Part 3) adopted from Goudas, Biddle and Fox (1994) and Ntoumanis (2001) The proposed survey instrument is shown in Appendix 2. It consists of three parts and 33 continuously numbered items. The first part consists of three items (numbers 1-3) and enquires about personal information from the respondents: gender, age and year level. Ready choices were made available for each variable for easier coding of responses during data processing. The second part of the survey questionnaire which consists of 10 items (numbers 4-13), deals with perceptions of physical education and physical well being. Responses to items 4-7 take the form of rating scales where respondents provide their opinion on the level of importance of physical education and physical well being from not important to highly important. Responses to items 8-13 are agreement scales where respondents express the level of their agreement to statements pertaining to outcomes associated with physical education and physical activity and well-being. Items 8-13 were formulated using selected literature discussed under the background The third part of the survey questionnaire which consists of 20 items (numbers 14-33), was adapted from the validated questionnaire developed by Goudas, Biddle and Fox (2004) on five motivational types (as cited in Ntoumanis, 2001). Goudas, et al (2004) applied the various forms of behavioural regulation demonstrated by Ryan and Connell in the context of physical education in their investigation of the relationship of goal orientation and intrinsic interest in two PE activities. These motivated behaviours in the Goudas , et al. (2004) instrument adopted in this study are: intrinsic motivation (items 14-17), identified regulation (items 18-21), introjected regulation (items 22-25), external regulation (items 26-29), and amotivation (items 30-33). External regulation and introjected regulation are recognised as controlling-type motivation, while identified regulation, integrated regulation and intrinsic motivation are considered as self-determined motivational behaviours (Ntoumanis, 2001). The research instrument will be piloted to 25 respondents to be selected through purposive sampling. Pilot testing refers to a scientific method of examining evidence which confirms that items in a research instrument are reliable and valid for the purpose for which they are being administered. It involves administering the questionnaire to a small sample of respondents which approximate the characteristics of the target respondents of the study. Responses in the pilot test are analysed to scrutinize if there are problems in the instrument pertaining to the clarity or understandability of the items. Based on the analysis, the items may be revised to suit the purpose of the questionnaire (Miller, McIntire, and Lovler, 2011). In this study, only the second part of the instrument will be pilot tested because the third part had already been validated by the Goudas, et al. (2004) and the respondent profile in the first part need not be validated. Cronbach alpha for the ten items in the second part will be calculated using the reliability analysis function of SPSS Statistics (2008). Mooi and Sarstedt (2011) indicated that the commonly accepted threshold of Cronbach alpha is 0.70, and this will be adopted in this study. Hence, a Cronbach alpha of 0.70 or greater will verify that the proposed instrument has internal consistency reliability. Part 2 of the proposed instrument will also be subjected to face validity and content validity. Face validity deals with the “extent to which an empirical measure, at face value, adequately reflects the meaning of a concept” (Guest and MacQueen, 2008: 220). In this study, face validity will be estimated based on the description provided in Boeije (2010), where peers evaluate how the construct being studied is laid out in order to measure the construct. Content validity will also be assessed based on Boeije (2010), by requesting a panel of experts who will appraise the validity of the instrument after a few deliberation meetings prior to approval or a decision to revise the questionnaire. 2.4. Data Analysis Descriptive and inferential statistics will be used in the statistical treatment of data. Table 3 exhibits a presents a detailed, specific research questions and proposed method of data analysis. Research Question Method of Data Analysis 1 What is the profile of the secondary students in the research locale in terms of gender, age, year level, and grades in English and Mathematics? Profile variables age, gender and year level will be reported in terms of frequency and percentage distributions. Age will be reported by a measure of central tendency (mean) and a measure of dispersion (standard deviation). Grades in percentage form will also be reported in terms of frequency and percentage distribution. 2 What is the perception of the staff on the importance of physical education in their life in general; and in their life as students? Rating scale for the perception of the student-respondents will be transformed to a numerical scale from 1 (not important to 5 (highly important). The simple mean will be used to describe the respondents’ perception of the importance of physical education / physical well-being . 3 What is the perception of the staff on the importance of physical well-being in their life in general; and in their life as students? 4 What is the relationship between staff on the importance of physical education and their academic performance in English? in Mathematics? Correlation analysis will be used to evaluate the relationship between the students’ perception of the importance of physical education and their academic performance in English and in Mathematics. 5 What is the relationship between staff on the importance of physical well-being and their academic performance in English? in Mathematics? Correlation analysis will be used to evaluate the relationship between the students’ perception of the importance of physical well-being and their academic performance in English and in Mathematics. 6 Are there significant differences in staff on the importance of Physical Education and their physical well-being when they are grouped in terms of gender, age, year level, and grades in English and Mathematics? Significant differences in the students’ perception of the importance of Physical Education and their physical well-being when they are grouped in terms of gender will be determined using independent samples t-test. Significant differences in the students’ perception of the importance of Physical Education and their physical well-being when they are grouped in terms of gender, year level and grades in English and Mathematics will be evaluated using one-way analysis of variance. 7 What strategies may be integrated in the Physical Education classes to ensure that students are appropriately motivated to learn in school? Simple mean and ranking will be used to determine the dominant motivational type of the student-respondents so strategies may be formulated to keep them motivated to learn in school. 3.0. Ethical Considerations Since staffs that are blind will be involved as respondents of the study, the respondents are considered as members of a vulnerable population, permission is required from the University Research Ethics Committee for approval of the proposed study as stipulated in the university research policies. Likewise, consent forms will have to be signed by both staff members and school authorities before the research instrument can be administered to the target respondents. Details of the informed consent will have to be properly discussed with staff members and school authorities before they affirm their signature on the consent form. It has to be made very clear that respondents can withdraw from the study anytime. Copies of the signed consent forms will need to be distributed to respondents and parents. The RGI form and the required documents will be submitted for ethical review, revised if necessary and submitted to the Research Governance Filter Committee to have the study classified as A or B. The required documents includes a protocol, statistical techniques, subject information sheet, consent form, research instrument, list of reference and a concise CV of the researcher. 4.0. Detailed Plan of Activities The following tabulation shows a detailed plan of the activities with a monthly timetable to guide the progress of the conduct of the study. Table 4. Detailed Plan of Activities Month / Year Year February – April, 2011 Consultation with the supervisor pertaining to the conduct of the study towards completion Development of the research instrument the questionnaire Evaluation of face validity and content validity in consultation with peers and experts, respectively for their opinions and recommendations regarding the questionnaire Pilot-testing of the questionnaire Evaluation of the internal consistency validity of the questionnaire Completion of the RGI form and the documents required for submission Letter of request to the principal of the proposed research locale for permission to involve the school and selected students in the proposed study May – June, 2011 (Once principal approves involvement of the school in the study) Letter of request and invitation for the parents to allow their children to participate in the study, to allow access to their school records (i.e. grades), and to meet with the researcher for the discussion of the details of the study Meeting with parents, discussion of the consent form, and signing for parents who will allow participation of their children Meeting with some teachers to discuss proctoring during the simultaneous administration of the questionnaires July, 2011 Administration and retrieval of the survey questionnaires Processing of the questionnaire responses prior to data analysis August Data analysis September – October, 2011 Writing up of the research study documentation November, 2011 Submission of the research document Dissemination of the findings in a research forum organised for the purpose 5.0. Discussion Physical education is not just a subject in high school. There is research evidence which suggest that P.E. helps mediate academic achievement in other subject areas. What this study expects to unravel is an association between the importance being accorded to physical education and enhanced student achievement. Curriculum designers would want to take a hint about such importance in formulating strategies to foster more interest in physical education. Knowledge of motivational types will ensure that P.E. strategies injected into lessons are congruent with the motivation that students actually experience. Thus, the proposed study can bridge the gap between the present scenario in P.E. classes and the ideal learning atmosphere conducive to a positive and more enjoyable P.E. setting. 6.0. Dissemination The significance of research dissemination is undisputed (Vinoskis, 2004). Cognizant of the importance of dissemination towards research utilisation, sharing the findings of this study and any other research can not be relegated to a minimum priority. Hence, increasing emphasis had been focused on getting research findings out to people who stand to benefit from them (Fisher, Odhiambo, and Cotton, 2003). In this regard, findings of the study will be disseminated to as wide an audience as possible, particularly to physical education teachers and school officials tasked with curricular review, design and development. Recommendations as to strategies which may be implemented to optimise motivation and maximise learning and other benefits derived from physical activity and sports-related sport will be integrated into the dissemination protocol. 7.0. References Ahmed, S. (ed) (2005). Biological Basis of Physical Education. Delhi, IND: Isha Books. Bailey, R. (2001). Teaching Physical Education: A Handbook for Primary & Secondary. London, GBR: Kogan Page. Bailey, R (2006). Physical Education and Sport in Schools: A Review of Benefits and Outcomes. Journal of School Health, 76(8), 397-401. Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I. & Sandford, R. (2009).The Educational Benefits Claimed for Physical Education and School Sport: An Academic Review. Research Papers in Education, 24(1), 1-27. Boeije, H. (2010). Analysis in Qualitative Research. London, Sage Publications. Carlson, SA, Fulton, JE, Lee, SM, Maynard, M, Brown, DR, Kohl, HW III & Dietz, WH (2008) Physical Education and Academic Achievement in Elementary School: Data From the Early Childhood Longitudinal Study. Research and Practice, 98(4), 721-727. Chomitz, V., Slining, M., McGowan, R.J, Mitchell, S.E, Dawson, G.F & Hacker, K.A (2009). Is There a Relationship Between Physical Fitness and Academic Achievement? Positive Results from Public School Children in the Northeastern United States. Journal of School Health, 79(1), 30-37. Coe, D.P, Pivarnik, J.M., Womack, C., Reeves, M. & Malina, R. (2006).Effect of Physical Education and Activity Levels on Academic Achievement in Children. Medicine & Science in Sports & Exercise, 38(8), 1515-1519. De Spinoza, B. (2006). The Ethics. Middlesex, GBR: The Echo Library. Dexter, T. (2009). Relationships Between Sport Knowledge, Sport Performance, and Academic Ability: Empirical evidence from GSCE Physical Education. Journal of Sports Sciences, 17(4), 283-295. Fink, A. (2005).The Survey Handbook: Volume 1 of the Survey Kit. Thousand Oaks, CA: Sage Publications. Fisher, J, Odhiambo, F, and Cotton, A (2003) Spreading the Word Further: Guidelines for Disseminating Development Research. Leicestershire, GBR: Louborough University. Goudas, M. Biddle, S.J. and Fox, K.R (2004). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463. Grissom, J.B (2005). Physical Fitness and Academic Achievement. Journal of Exercise Physiology, 8(1), 11-25. Guest, G. and MacQueen, K.M (2008). Re-evaluating guidelines in qualitative research. In G Guest and KM MacQueen (eds.), Handbook for Team-Based Qualitative Research. Lanham, MD: Altamira Press, 205-206. Himberg, C., Hutchinson, G.E & Roussell, J.M (2003). Teaching secondary physical education: Preparing adolescents to be active for life. Champaign, IL: Human Kinetics. Hardman, K. (2011). Global issues in the situation of physical education in schools. In Harman, K. & Green (Ed), Contemporary issues in physical education, Berkshire: Meyer & Meyer Sport UK. Johnson, B. and Christensen, L. (2011) Educational Research: Quantitative, Qualitative and Mixed Approaches, 4th ed. Thousand Oaks, CA: Sage Publications. Kwak, L., Kremers, S.P., Bergman, P. Ruiz, J.R, Rizzo, N.S & Sjostrom, M. (2009). Associations Between Physical Activity, Fitness, and Academic Achievement. The Journal of Pediatrics, 155(6), 914-918. Malina, R.M (2001).Physical activity and the behavioural development during childhood and youth. In NG Norgan (ed), Physical Activity and Health: 34th Symposium Volume of the Society for the Study of Human Biology. Cambridge, GBR: Press Syndicate of the University ofCambridge,101-120. McBurney, D.H. and White, T.L. (2009). Research Methods, 8th ed. Belmont, CA: Wadsworth / Thomson Learning. Miller, L., McIntire, S.A., and Lovler, R.L. (2011). Foundations of Psychological Testing: A Practical Approach, 3rd ed. Thousand Oaks, CA: Sage Publications. Mitchell, M.L and Jolley, J.M. (2010). Research Design Explained, 7th ed. Belmont, CA: Wadsworth Learning. Mooi, E. and Sarstedt, M. (2011). A Concise Guide to Market Research: The Process, Data, and Methods, Using IBM SPSS Statistics. London: Springer. Murray, N.G, Low, B.J, Hollis, C., Cross, A.W & Davis, S.M (2007). Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature. Journal of School Health, 77(9), 589-600. Ntoumanis, N. (2001).A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 21, 225-242. PE4Life (2007). PE4Life: Developing and promoting quality physical education. Champaign, IL: Human Kinetics. Raosoft, H. (2004). Sample size calculator, viewed 7 May 2011, http://www.raosoft.com/ samplesize.html Shilts, M., Lamp, C., Horowitz, M. & Townsend, M.S. (2009). Pilot Study: EatFit Impacts Sixth Graders’ Academic Performance on Achievement of Mathematics and English Education Standards. Journal of Nutrition Education and Behaviour, 41(2), 127-131. Shimon, J.M. (2011). Introduction to teaching physical education: Principles and strategies. Champaign, IL: Human Kinetics. Stevens, T.A., To, Y., Stevenson, S.J & Lochbaum, M.R (2008).The Importance of Physical Activity and Physical Education in the Prediction of Academic Achievement. Journal of Sport Behaviour, 31(4), 368-388. Strong, W.B, Malina, R.M., Blimkie, C., Daniels, S.R., Dishman, R.K., Gutin, B., Hergenroeder, A.C, Must, A., Nixon, P.A, Pivernik, J.M, Rowland, T., Trost, S. & Trudeau, F. (2005). Evidence Based Physical Activity for School Aged Youth. The Journal of Pediatrics, 146(6), 732-737. Tappe, M.K. & Burgeson, C.R. (2004). Physical Education: A Cornerstone for Physically Active Lifestyles. Journal of Teaching in Physical Education, 23(4), 281-299. Taras, H. (2009). Physical Activity and Student Performance at School. Journal of School Health, 75(6), 214-218. Tomporowski, P.D., Davis, C.L., Miller, P.H & Naglieri, J.A (2008). Exercise and Children’s Intelligence, Cognition, and Academic Achievement. Educational Psychology Review, 20(2), 111-131. Trudeau, F. & Shepard, R.J. (2008). Physical Education, School Physical Activity, School Sports and Academic Performance. International Journal of Behavioural Nutrition and Physical Activity, 5(10), 1-12. Vinoskis, M.A. (2004). Revitalising federal education research and development: Improving the R&D Centers, Regional Educational Laboratories and the “New” OERI. Ann Arbor, MI: University of Michigan Press. Yasmin, A.,MacDonald, H., Reed, K., Naylor, P.J, Liu-Ambrose, T. & McKay, H. (2007). School-Based Physical Activity Does Not Compromise Children's Academic Performance. Medicine & Science in Sports & Exercise, 39(2), 371-376. Appendix 1 Output from Web-Based Sample Size Calculator Appendix 2 Survey Questionnaire Part 1: Respondent Profile Kindly provide the following personal data by marking the appropriate response. Variable Categories 1. Gender Female ? Male ? 2. Age 11 years old ? 12 years old ? 13 years old ? 14 years old ? 15 years old ? 16 years old ? 3. Year Level 1st year ? 2nd year ? 3rd year ? 4th year ? Part 2: Perceptions of the Importance of Physical Education and Physical Well Being Please provide your opinion regarding the importance of physical education and physical well being by marking the appropriate box. 4. How important is Physical Education to you in general? Highly Important ? Moderately Important ? Important to Some Extent ? Barely Important ? Not Important ? 5. How important is physical well-being to you in general? Highly Important ? Moderately Important ? Important to Some Extent ? Barely Important ? Not Important ? 6. How important is Physical Education to you as a student? Highly Important ? Moderately Important ? Important to Some Extent ? Barely Important ? Not Important ? 7. How important is physical well-being to you as a student? Highly Important ? Moderately Important ? Important to Some Extent ? Barely Important ? Not Important ? Please provide your reaction regarding the following statements by marking your level of agreement. 8. PE activities complement a healthy lifestyle. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 9. Participation in PE activities helps improve self-esteem. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 10. Participation in PE activities helps improve academic performance. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 11. Participation in PE activities helps enhance study behaviour. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 12. PE is a crucial and unique and unique component of learning. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 13. Physical activity and sports can promote social, well-being, as well as physical and mental well-being among young people. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? Part 3: How PE motivates staff to teach Please provide your reaction regarding the following statements by marking your level of agreement. 14. I take part in PE class because it is fun. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 15. I take part in PE class because I enjoy teaching new skills. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 16. I take part in PE class because it is exciting. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 17. I take part in PE class because of the enjoyment that I feel while teaching new skills and techniques. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 18. I take part in PE class because I want to teach sport skills. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 19. I take part in PE class because it is important for me to teach using it. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 20. I take part in PE class because I want to improve teaching in sport. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 21. I take part in PE class because I can teach skills which I could use in other areas of my life Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 22. I take part in PE class because I want the learners to think I am a good teacher. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 23. I take part in PE class because I would feel bad about myself if I didn’t. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 24. I take part in PE class because I want the other teachers to think I’m skilful. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 25. I take part in PE class because it bothers me when I don’t. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 26. I take part in PE class because I’ll get into trouble if I don’t. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 27. I take part in PE class because that’s what I am supposed to do. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 28. I take part in PE class because so that the students won’t blame me. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 29. I take part in PE class because that’s the rule. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 30. I take part in PE class but I don’t know why Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 31. I take part in PE class but I don’t see why we should have PE. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 32. I take part in PE class but I really feel I’m wasting my time in PE. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? 33. I take part in PE class but I can’t see what I’m getting out of PE. Agree Strongly ? Agree to Some Extent ? Neither Agree nor Disagree ? Disagree to Some Extent ? Disagree Strongly ? UNIVERSITY OF ULSTER RESEARCH GOVERNANCE RG1a APPLICATION TO UNDERTAKE RESEARCH ON HUMAN SUBJECTS PLEASE REFER TO THE NOTES OF GUIDANCE BEFORE COMPLETING THIS FORM. (Available from the Research Governance website at http://www.ulster.ac.uk/research/rg/) All sections of this form must be completed (use minimum font size 11). If the form is altered in any way it will be returned unconsidered by the Committee. This form should be used for research in categories A, B and D Do not use this form for research being conducted in collaboration with the NHS/HPSS (category C). SECTION A Chief Investigator Title of Project Student and course (if applicable) Additional Investigators Declaration - Chief Investigator: I confirm that this project meets the definition for research in category* (please insert) this project is viable and is of research or educational merit; all risks and ethical and procedural implications have been considered; the project will be conducted at all times in compliance with the research description/protocol and in accordance with the University’s requirements on recording and reporting; this application has not been submitted to and rejected by another committee; and Permission has been granted to use all copyright materials including questionnaires and similar instruments Signed: Tracey Floyd Date: 12/05/11 *In addition, you should complete form RG1d for all category D research and form RG1e for both category B and D research SECTION B 1. Where will the research be undertaken? 2. a. What prior approval/funding has been sought or obtained to conduct this. research? Please also provide the UU cost centre number if known b. Please indicate any commercial interest in/sponsorship of the study 3. Duration of the Project 4. Background to and reason(s) for the Project Please provide a brief summary in language comprehensible to a lay person or non-expert. Full details must be provided in the description/protocol submitted with this application (see Notes of Guidance) 5. Aims of the Project Please provide a brief summary in language comprehensible to a lay person or non-expert. Full details must be provided in the description/protocol submitted with this application (see Notes of Guidance) 6. Procedures to be used a. Methods Please provide a brief summary in language comprehensible to a lay person or non-expert. Full details must be provided in the description/protocol submitted with this application (see Notes of Guidance) b. Statistical techniques Please provide details of the statistical techniques to be used within the project description/protocol (see Notes of Guidance) 7. Subjects: a. How many subjects will be recruited to the study (by group if appropriate)? First year secondary students’ teachers 58 Second year secondary students’ teachers 98 Third year secondary students’ teachers 71 Fourth year secondary students’ teachers 51 b. Will any of the subjects be from the following vulnerable groups - YES NO Teachers with disabilities Very elderly teachers Healthy volunteers who have a dependent or subordinate relationship to investigators Other vulnerable groups If YES to any of the above, please specify and justify their inclusion c. Inclusion and exclusion criteria Please indicate, with reasons, the inclusion criteria for the project Please indicate, with reasons, any exclusion criteria for the project d. Will any inducements be offered? If ‘Yes’, please describe e. Please describe how and where recruitment will take place 8. Ethical implications of the research Please provide an assessment of the ethical implications of the project 9. Could the research identify or indicate the existence of any undetected healthcare concern? Yes No If Yes, please indicate what might be detected and explain what action will be taken (e.g. inform subject’s GP) 10. Risk Assessment ** Please indicate any risks to subjects or investigators associated with the project **If you wish, you can use form RG1c – Risk Assessment Record (available from the Research Governance website) to help you assess any risks involved 11. Precautions Please describe precautions to be taken to address the above 12. Consent form It is assumed that as this study is being conducted on human subjects, an information sheet and associated consent form will be provided. A copy of the information sheet and form must be attached to this application. See Notes of Guidance. If a consent form is not to be used, please provide a justification: 13. Care of personal information Please describe the measures that will be taken to ensure that subjects’ personal data/information will be stored appropriately and made available only to those named as investigators associated with the project. 14. Copyright Has permission been granted to use all copyright materials including questionnaires and similar instruments? Yes No If No, please provide the reason Once you have completed this form you should also complete form RG1d for all category D research and form RG1e for both category B and D research Read More