Physical education in the middle years of schooling

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Physical education in the
middle years of schooling
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• A Doctoral Thesis. Submitted in partial fulfilment of the requirements
for the award of Doctor of Philosophy at Loughborough University.
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PHYSICAL EDUCATION IN
THE YEARS OF SCHOOLING
MID~LE
by
B. FRENCH
A Doctoral Thesis submitted in partial fulfilment
of the requirements for the award of Doctor of
Philosophy of the Loughborough University of Technology
(June 198q)
@ by B. French (198q)
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ABS1RACT
Physical Education in the Middle Years of Schooling by B. French
This study was designed to examine the role of the specialist
trained teacher of physical education in the middle schools
designated 8-12 years. Comparisons were made of curriculum content
and practice in schools with and without specialist teachers,
drawing on the evidence of questionnaire, observation of persons,
and practitioners' views.
Subsequently groups of boys aged 11+ years were chosen as examples
of the recipients of such teaching and some assessment of their
physical and affective development was made. Three groups were chosen
for comparative purposes:
(a) boys in middle schools with a specialist;
(b) boys in middle schools without a specialist;
(c) boys in 11+ transfer secondary schools.
The results showed that a specialist was employed in half the middle
schools of the survey; these specialists were predominantly male;
their teaching was superior to the non specialist especially in
gymnastics; they offered significantly more intra and extra mural
activities with competition being at a high premium. However in the
of these schools the 'class teacher' taught the P.E. lesson
majori~
with the specialist used as a class teacher also with an advisory role.
The tests on the boys indicated that pupils with a specialist were
significantly superior to both other groups in endurance and gymnastic
skills but significantly inferior in their attitude to schooling and
body esteem. Thus it would seem that the specialist does
~le
improve performance he may have a negative influence in other aspects
of developnent. Postulated reasons were that the prograiiiDe with a
strong orientation to a model of excellence may adversely influence
the majority of pupils, however it may be safer to say that there is
no evidence to suggest that the specialist can influence areas of
development other than the physical.
The discussion examined the implications for improvements in middle
school practice and the problems of multidisciplinary research
procedures.
Key Words
Physical education; middle school; anthropometry; motor performance;
attitudes; test battery; curricular objectives; specialist teacher;
research practice; emic/etic stances.
_j
Acknowledgements
My thanks are chiefly due to Professor H. Thomason of Loughborough
University who has been my tutor from the embryonic thoughts in
'
1974 to its completion; and to Mr Alan Guy of Loughborough,
eo-supervisor with Professor Thomason, who gave me great help and
encouragement in the writing of the study; to Mr Terry Mangles of
Sheffield City Polytechnic, Department of Mathematics, Statistics
and Operational Research, who gave up a great amount of his time
in the data analysis of the survey proper; to Mr Ian Colquhoun of
Sheffield City Polytechnic, Department of Computer Services, who
prepared the programmes; and to Miss Susan Simms who has typed and
retyped this thesis without complaint.
No less I would like to thank:-
Mr Denzil Flanagan, H.M.I., for the initial idea;
Mr J. Hollingsworth, P.E. adviser, Sheffield, for supporting the
schools survey;
The students of Sheffield City College/City Polytechnic P.E. Department
for their work in the testing of the boys, especially Ms J. Stevens
and Ms J. Smith for their help in collating the raw data;
The Heads and staff of the Sheffield Education Authority Junior and
Middle Schools who gave of their time and trouble;
Sheffield City Polytechnic, my own institution, which provided the
funding for the study.
l
List of Contents
Page No.
INTRODUCTIO~ AND STATEMENT OF THE PROBLEM 1
CHAPTER 1 THE MIDDLE SCHOOL
Historical Perspective 6
Educational Perspective 8
CHAPTER 2 PHYSICAL EDUCATION IN THE MIDDLE YEARS
OF SCHOOLING
Background 15
The Curriculum 24
The Teacher 34
CHAPTER 3 THE STUDY TOWARDS A RATIONALE 40
CHAPTER 4 THE STUDY THE RATIONALE 59
CHAPTER 5 THE STUDY : SCHOOL SURVEY 66
Staffing 69
Time Allocation 72
Facilities 76
The Headteachers' View 83
Curricular Activities 91
Competition- Intra and Inter School 106
Teachers 1 Views 113
CHAPTER 6 CURRICULUM PRACTICE
The Lesson Observed 115
Evaluation Summary 134
CHAPTER 7 PUPIL ASSESSMENT (Pilot Studies) 1li2
Pilot Study 1 144
Pilot Study 2 158
Pilot Study 3 166
CHAPTER 8 PUPIL ASSESSMENT (The Survey) 174
CHAPTER 9 DISCUSSION 219
CHAPTER 10 IMPLICATIONS 240
CONCLUSIONS
252
POSTSCRIPT
255
BIBLIOGRAPHY
APPENDICES
I Protocol for School Survey and Raw Data Collated
II Protocols for the Assessment
Anthropometric Measures
Ao\HPER Youth Fitness Test
Ball Skills Test
III Correlation Coefficients for Anthropometric/
Youth Fitness Test and Bsll Skills Test data
APPENDICES contd,
IV Protocols for Gymnastic Tests
V Correlation for test-retest in Gymnastic Tests
VI 53 Statements used in derivation of Attitude
to PE (B) test
VII Protocols for tests of Affective Domain
VIII MANOVA results for Activity Category/PE teacher
IX MANOVA results for Middle School Only Questionnaire
X "Physical Education in the Middle Years"
- Course Outline of Polytechnic In Service Certificate
I