Evidence Supporting the Essential Components of Physical Education as a Measure of Quality

• Published in: Research quarterly for exercise and sport 2021-04, Vol.92 (2), p.259-269
• Main Authors: Bryant, Lynne, Burson, Sheri L., Fisher, Jenna, Killian, Chad M., Mulhearn, Shannon C., Nesbitt, Danielle, Pfledderer, Christopher D., Castelli, Darla M.
• Format: Article
• Language: English
• Subjects: Culturally Relevant Education; Curriculum; Educational Environment; Educational Policy; Educational Quality; Educational Research; Elementary Secondary Education; Health Behavior; Inclusion; Instruction; Physical activity; Physical Activity Level; Physical Education; Physical Education Teachers; Physical Fitness; Preschool Education; QPE; school-based programs; Student Evaluation; Teacher Education Programs
• ISSN: 0270-1367; 2168-3824
• DOI: 10.1080/02701367.2021.1883505

Purpose: The purpose of this article is to provide a summary of contemporary empirical evidence supporting the need for the essential components of physical education as the minimum threshold of quality. The collective findings from a series of systematic reviews conducted through university, community, and the Centers for Disease Control and Prevention (CDC) collaborations are timely and warranted given the current trends in physical inactivity and obesity among youth and emerging adults. Methods: Faculty and students from five doctoral physical education teacher education programs (D-PETE) conducted distinct but interrelated systematic reviews of the Essential Components of Physical Education-policy and environment, curriculum, instruction, and assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (identify, screen, determine eligibility, and include), relevant studies were extracted from six databases. Only peer-reviewed publications related to each essential component were examined. Full papers were included in the final analysis if they were published between January 2000 and May 1, 2020, had a primary outcome related to PreK-12 physical education, and were empirical and original investigations. Results: Each essential component, in part, was empirically supported. Some actionable criteria for a given component were underdeveloped and in need of more empirical research to advance our understanding of policy and environment, curriculum, instruction, and assessment in authentic contexts. Conclusions: Implications for the essential components of physical education and future directions for K-12 physical education, teacher education, and research are outlined in this article.