| dc.description.abstract | The purpose of this dissertation study was to conduct an exploratory content analysis on conceptually-based physical education (CPE) courses available to students in randomized baccalaureate degree-offering colleges and universities located in the Southeastern United States. From a randomized sample of 56 institutions, each was screened to determine whether physical education (PE) and CPE courses were offered and/or required, followed by a closer examination of the CPE courses. It was hypothesized that all of the CPE courses would share many commonalities, as would their components, description and objectives, curriculum, and coursework/evaluation after content analysis. Secondary hypotheses were included that predicted the likely existence of PE general education requirements, and offering of CPE at each institution. Preliminary research indicated that 41 of the 56 screened institutions offered CPE courses. A request was made to the Chair for the PE-related department of each of these institutions for their CPE course information including: course syllabus, schedule of topics to be covered, exam copies, and any other additional course handouts and instructional aids used in the delivery of the course material. Since the majority of the information that was collected from all of the solicited institutions came in the form of a syllabus and topic schedule, these were the two primary sources of CPE course information that were examined. Among the data collected, the course content analysis criteria dependent variables examined were separated into the following sections: components, description and objectives, curriculum, and evaluation. The data was then compared to standards provided by the Health Education Curriculum Analysis Tool (HECAT), Physical Education Curriculum Analysis Tool (PECAT), ACSM's Knowledge, Skills and Abilities (KSAs), along with a small number of additions and modifications to the health education curricular topics. Descriptive statistics were relied upon in this exploratory content analysis study and demonstrated commonalities between all of the institutions' CPE courses. Many of the course content criteria dependent variables scored 50% or higher, which indicated shared commonalities and characteristics among all of the CPE courses. Descriptive statistics also indicated the inclusion of PE in general education requirements in 40 out of the 56 (71%) randomized institutions. Among these institutions, 29 out of 56 (52%) specifically had a CPE requirement, and a CPE course offering (required or elective) was found in 41 out of the 56 (73%) of the institutions. This sample of courses shared many commonalities which could suggest the generalization that most CPE courses are grounded by research and driven by theory, with clearly stated health goals and behavioral outcomes; last the duration of a semester and include regular PA; focus on physical health-related curriculum topics; and base evaluation on primarily exams and quizzes, and self-improvement coursework. PE/CPE is an important component of higher education, with the majority of these baccalaureate degree-offering institutions including PE in their general education requirements. In addition, most of these institutions offered CPE, with nearly half specifically requiring a CPE course. Such programming combining classroom concepts and regular PA in a laboratory setting can encourage active, healthy lifestyles. CPE can potentially be a very effective measure in positively impacting the lives of college students enrolled in the course, as well as combatting physical inactivity among this population of vulnerable young adults. | |
