‘There’s no Physical Activity in Physical Education’: The Challenges of Studying Senior PDHPE in NSW, Australia

Using the theoretical frameworks of change and student voice this study examined whether the enactment of the senior Personal Development, Health and Physical Education (PDHPE) syllabus was received positively by students in light of their previous experience with the junior PDHPE syllabus. In addit...

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Bibliographic Details
Published in:World journal of education 2014-09, Vol.4 (5), p.1
Main Authors: Ardzejewska, Kathie, Piscioneri, Antonio, Goode, Kim
Format: Article
Language:English
Subjects:
Christianity
Course Descriptions
Foreign Countries
Gender Differences
Health Education
High School Students
Metropolitan Areas
Mixed Methods Research
Physical Activities
Physical Education
Physical Education Teachers
Questionnaires
Religious Education
Semi Structured Interviews
Student Attitudes
Student Motivation
Teacher Student Relationship
Teaching Methods
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Summary:Using the theoretical frameworks of change and student voice this study examined whether the enactment of the senior Personal Development, Health and Physical Education (PDHPE) syllabus was received positively by students in light of their previous experience with the junior PDHPE syllabus. In addition, the study sought to examine whether there were any differences between the attitudes of females and males. Thirty-seven senior students and two PDHPE teachers from a coeducational Christian school located in a middle class metropolitan Sydney area were recruited for this study. A mixed method approach of questionnaire followed by interview was used. The data revealed that the main factors that influenced student attitudes were the disconnect in both the content focus and pedagogical practice between the junior and senior syllabi. Females reported a more positive experience and were more motivated than their male peers. The main concern for the students was the limited opportunities for physical activity and they reported that they liked studying "health" topics the least. Whether the students saw the change as manageable depended largely on their view of their teacher. Given the findings, it is recommended that attempts should be made to close the gap between the junior and senior PDHPE syllabi. It would also benefit student transition to senior PDHPE study if there were greater dialogue between students and teachers to clarify their perceptions and expectations of each other.
ISSN:1925-0746
1925-0754
DOI:10.5430/wje.v4n5p1