Interdisciplinary physical education in Kansas middle schools

Abstract

The Middle School Physical Education Curriculum Questionnaire (MSPEC'Q) was answered by 78 public school personnel from 32 accredited Kansas middle schools to determine the current status of physical education in Kansas middle schools and the difference in attitudes between administrators, team leaders, and physical education instructors toward an interdisciplinary physical education curriculum.

The current status of physical education curricula in Kansas middle schools in 1983 was described as follows. All responding schools had a gymnasium and an outdoor play area. Nearly all disseminated lesson information by units in classes which were required to meet all year.

A substantial majority organized their physical education curriculum independent of other school subjects, meeting every other day for the same time span each period; had coed classes; reported skill development continuous grade level to grade level; and supported their programs by the general school budget.

Nearly half who reported having interdisciplinary programs chose health as its counterpart. Principals were responsible for curriculum development half of the time while principals and physical education instructors were responsible the other half. In addition, nearly half used the same teacher in a class design where separate grade levels were involved, while the other half ii used one teacher for a combination of grade levels.

The difference in attitudes between administrators, team leaders and physical education instructors was determined using ANOVA and indicated that although there was a significant difference between the attitudes of principals and physical education instructors on two objectives, "Attitudes Toward Balanced Attention to Personal Development", and Attitudes Toward Effective Use of Related Knowledge", all respondents mostly agreed that the objectives were met in their schools. All respondents mostly agreed that the objectives "Skills of Continued Learning", and "Instructional Systems Focused on Individual Progress" were met in their middle school physical education curricula.

All respondents consistently held that they were not sure that the middle school objectives, "Instructional Systems With Many Curricular Options", "Instructional Systems With Individual Instruction”, “Interdisciplinary Team Arrangement For Evaluation", or "A Wide Range of Exploratory Activities" were met in their physical education curricula.

All respondents were consistent in mostly disagreeing that the middle school objectives "Interdisciplinary Team Arrangement For Instruction", or "Interdisciplinary Team Arrangement for Evaluation" were met in their physical education curricula.