An Investigation of the Current Status of Aquatic Physical Activity in K-12 Public School Physical Education Programs in the State of Florida Angela Kishaun Beale
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Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 An Investigation of the Current Status of Aquatic Physical Activity in K-12 Public School Physical Education Programs in the State of Florida Angela Kishaun Beale Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION AN INVESTIGATION OF THE CURRENT STATUS OF AQUATIC PHYSICAL ACTIVITY IN K-12 PUBLIC SCHOOL PHYSICAL EDUCATION PROGRAMS IN THE STATE OF FLORIDA By ANGELA KISHAUN BEALE A Dissertation submitted to the Department of Sport Management, Recreation Management, and Physical Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2005 Copyright © 2005 Angela Kishaun Beale All rights reserved The members of the Committee approve the Dissertation Angela Kishaun Beale defended on October 4, 2005 _____________________________ Susan K. Lynn Professor Directing Dissertation _____________________________ Sandi Milton Outside Committee Member _____________________________ Kristie Walsdorf Committee Member _____________________________ Charles H. Imwold Committee Member Approved: _______________________________ Charles Imwold, Department Chair, Sport Management, Recreation Management and Physical Education The Office of Graduate Studies has verified and approved the above named committee members. ii This dissertation is dedicated to my loving family. To my courageous mother, Ingrid Kathel Fluellen, who dared to dream, be strong, excel, and pray everyday for our safety, strength, and courage. To my encouraging sister, Jennifer Robin Beale-Collier, whose fortitude compelled me to go on. To the loving memory of my father Robert Guy Beale whose spirit, warmth, and love will be a blessing to my life forever. I love you with all of my being daddy. To my essence Sage Ife Tawfeeq, let this be your legacy. iii ACKNOWLEDGEMENTS This aquatic physical activity study would never have been completed if it were not for the many helpful physical educator’s, across the state of Florida; and all those in my corner all the many years of this journey. First, I feel compelled and would like to thank my committee members: Dr. Susan K. Lynn, whose fire burns bright as a beacon for all to follow and learn; Dr. Kristie Walsdorf, whose guidance encourages and nurtures; Dr. Sande Milton, whose vision helps one to see all possibilities; Dr. Charles Imwold, for saving us all from sudden disaster as we enter our professional worlds of research and Dr. E. Newton Jackson, who will never let a student give up. Cynthia Bailey, words can not thank you for always helping save students from themselves. To you all thank you for not allowing me to quit. Your guidance is one that I will not ever forget, and will strive to live up to. You were my mentors, teachers, practitioners, advisors, and outstanding professionals. Thank you. I would like to especially acknowledge Mr. Stephen Griffin for sharing his expertise in online survey design and computer, and Mrs. Betty Brown, and Robert Fowler for not allowing me to slip into the statistic abyss. Mrs. Jenny Grill, your wisdom for editing stretches beyond your years. I would be remiss if I did not recognize the wonderful staff at Florida State Universities College of Education, Mr. Ken Tellis, for his strong shoulders and leadership, Mrs. Gwen Johnson, for her wisdom and kindness, Mrs. Rhonda Hester for your friendship, and all of the student workers, Toya, Tiffany, and James, I would not have made it without you. To Florida’s Department of Education and the Florida Alliance for Health, Physical Education, Recreation, and Dance, for their guidance and assistance throughout this research process, I thank you. In addition special thanks is extended to Dr. Bob Rider who helped me to begin my journey as the advisor that showed me the way to the water at Gretchen Everhart, I thank you. Dr. Tom Ratliffe, thank you for your willingness to educate. Dr. Monica Lepore, at West Chester University, for her constant courage and guidance to sail the unchartered seas of Adaptive Aquatics and her guidance for helping others find their voice, creating opportunities for me to iv discover my own capabilities. To my girls Dr. Kimberly Burgess, and Donya Andrews-Little you were the wind beneath my wings. I cannot thank you enough. Those who travel the road less traveled could not make it without the support of their family. To my grandparents Alice and John Beale, Valeria Kreps and Lee Montgomery, I thank you for setting my example. Mom and Jerry, Jen, Ervin, Sloane, Chase, and Chandler, I could not find the words to thank you all for your words of encouragement and acts of constant support. To all of my Aunts and Uncles, Aunt Imogene, Uncle Johnny, Aunt Gwen and Uncle Michael, Aunt JC and Uncle Gary, Aunt Trish and Uncle Greg, Aunt Iris and Tweh thank you for you words of encouragement and support. To all of my cousins I love you. Aliya, Corey, Guy-Guy, Mike-Mike I love you all, and thank you for standing by me during my most difficult times. Jamil and Jalena thank you for the supported road trips, shoulders to cry on, and party relief, I needed it more than you know. Amber and Autumn, thank you for the supportive email messages. To all my dearest friends I would have been lost without you a long time ago, thanks for all the love, telephone calls and support beyond measure. Mia, Monica, Darlise, Kala, Dara, Michele, Lauri, Steph, Afiya….where would I have been if you ladies didn’t keep a constant eye on me. You encouraged me when I was giving up on myself. To my future Dante, Capri, and Sage, my life truly has gained new meaning; your love has carried me thus far. Tawfeeq equals prosperity and we are going to leave our mark on the world. v TABLE OF CONTENTS List of Tables ..................................................................................................Page vii Abstract ........................................................................................................Page x Chapter 1 Introduction....................................................................................Page 1 Background Issues Surrounding Aquatic Physical Activity.........................Page 1 Statement of the Problem………………………………………………......Page 5 Promoting Aquatic Physical Activity (APA)…………………………........Page 5 Purpose and Significance of the Study………………………………. ........Page 7 Need for Status Studies on APA in PE……………. ....................................Page 7 Research Questions…………………………………………………….......Page 8 Theoretical Framework: An Introduction……………………………… .....Page 9 Assumptions and Limitations…………………………………………… ...Page 10 Definition of Terms………………………………………………………...Page 11 Chapter 2 Review of Literature….. ................................................................Page 13 Theoretical Framework.................................................................................Page 13 Attitudes towards Physical Education…. .....................................................Page 16 How Culture and Gender Shape Attitudes towards PE ................................Page 17 Current State of PE in K-12 Public Schools .................................................Page 18 Measurements of Attitudes in PE .................................................................Page 21 Attitudes toward APA...................................................................................Page 23 Cultural Differences in Attitudes toward APA.............................................Page 23 How aquatic Instruction Influence Attitudes toward APA...........................Page 25 Importance of APA in PE .............................................................................Page 27 Advantages of Implementing Aquatic Curricula ..........................................Page 28 Beneficial properties of aquatic environments .............................................Page 28 Physiological Benefits ..................................................................................Page 30 Psychological and Social Benefits................................................................Page 32 Challenges in Implementing Aquatic Curricula ...........................................Page 33 Fear of Water ................................................................................................Page 34 Addressing Participants Interest ...................................................................Page 35 Conclusion ..................................................................................................Page 38 Chapter 3 Methodology…..............................................................................Page 40 Design of Study ............................................................................................Page 40 Study Population and Sample .......................................................................Page 40 Instrumentation and Methodological Rigor..................................................Page 41 Validity ..................................................................................................Page 42 vi Reliability ................................................................................................Page 44 Data Collection ...........................................................................................Page 45 Methodological Limitations........................................................................Page