Reflective Voices: Understanding University Students’ Experiences of Urban High School Physical Education

Authors

  • Jeremy Lackman EARTH University
  • Jepkorir “Rose” Chepyator-Thomson

DOI:

https://doi.org/10.18666/TPE-2017-V74-I4-7114

Keywords:

physical education, teaching, urban, non-traditional activities, student-centered curriculum, student experiences

Abstract

Purpose: The purpose of this study was to understand first-year college students’ reflections on past physical education (PE) experiences in urban high school settings. Method: Data collection included semi-structured, open-ended, qualitative interviews. Constant comparison method was used for data analysis. Results: Several findings emerged: (a) unfavorable teaching conditions; (b) lack of enthusiasm, teach-ing, caring, and structure; (c) teacher–coach role conflict; (d) favoritism toward athletic students; and (e) sexism in teaching. Discussion/Conclusion: Students desired improvement of urban PE programs, including development of a diversified curriculum in which nontraditional sports and activities are offered, more in-depth coverage of sports that students care about, and provision of adequate equipment and resources to promote student engagement in PE.Subscribe to TPE 

Published

2017-11-08

Issue

Section

Articles