Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 Preschool Physical Education: A Case Study of the Factors That Influence Movement Instruction to Preschool Children María E. Vives-Rodr#Guez Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION PRESCHOOL PHYSICAL EDUCATION: A CASE STUDY OF THE FACTORS THAT INFLUENCE MOVEMENT INSTRUCTION TO PRESCHOOL CHILDREN BY MARĺA E. VIVES-RODRĺGUEZ A Dissertation submitted to the Department of Childhood Education, Reading, and Disability Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2005 Copyright © 2005 María E. Vives-Rodríguez All Rights Reserved The members of the Committee approve the dissertation of María E. Vives-Rodríguez defended on October 3, 2005. __________________________ Vickie E. Lake Professor Directing Dissertation __________________________ Thomas Ratliffe Outside Committee Member __________________________ Ithel Jones Committee Member __________________________ Cynthia Lundeen Committee Member __________________________ Roxanne Hudson Committee Member Approved: ______________________________________________________________________ Ithel Jones, Chair, Department of Childhood Education, Reading, and Disability Services The Office of Graduate Studies has verified and approved the above named committee members. ii This dissertation is dedicated to my mother, Esther Rodríguez Ramos. iii ACKNOWLEDGEMENTS I am deeply grateful for the friendship and counsel of my major professor, Dr. Vickie Lake, who encouraged me to follow my interests. I also wish to sincerely thank Dr. Ithel Jones and Dr. Thomas Ratliffe for their friendship and support throughout my graduate studies; Dr. Karen Monkman for inspiring me to pursue a qualitative research and her assistance with the methodology section of this manuscript; and Dr. Ann K. Levy for her mentorship, assistance during data collection, and continued support throughout my professional career. I want to express my sincere gratitude to all the teachers who participated in this study. It was a pleasure to work with and learn from you. Finally, I want to thank the following individuals who influenced and supported me over the last five years: My friends from Gulf Winds Track Club, for their encouragement and friendship. Running with you was the best “therapy”. Margaret Ashmore and my pastor Betsy Ouellette, whose wisdom and kindness helped me overcome many barriers. Esther Rodríguez, my mother, for her love and patience throughout my life. Robin Fazio, my dear husband, who always encouraged and supported me. I love you. Most of all, I want to thank God for His unconditional love, patience, and inspiration. iv TABLE OF CONTENTS List of Tables …. .................................................................................... ………… vii Abstract ………………….. ...................................................................... ………… viii 1. Introduction: Significance, Purpose, Definition of Terms, and Hypothesis …… 1 Classroom teacher' attitudes and physical education..................... ………… 4 Statement of the problem .............................................................. ………… 6 Purpose of the study and research questions ................................ ………… 9 Significance of the study ................................................................ ………… 9 Definition of terms .......................................................................... ………… 10 2. Review of the Related Literature ....................................................... ………… 13 Importance of teaching physical education in early childhood programs ….. 13 The influence of beliefs and attitudes in educational practice ………………. 23 Factors that may influence movement skill instruction to preschool children 26 Factors that influence the implementation of educational practices ……...... 39 Studying beliefs and attitudes…………………………………………………… 45 2. Methodology .................................................................................... ………... 49 Theoretical perspective .................................................................. ………... 49 Case study .................................................................................... ………... 53 Ensuring quality.............................................................................. ………... 56 Researcher's role ........................................................................... ………... 60 Research site ................................................................................. ………... 61 Subjects……………….................................................................... ………... 63 Data collection methods and procedures ....................................... ………... 65 Data analysis.................................................................................. ………... 77 Ethical concerns............................................................................. ………... 81 Limitations……… ........................................................................... ………... 82 3. Results and Discussion ..................................................................... ………... 84 Factors that influence the teaching of movement skills at the University Preschool....................................................................................................... 88 What would facilitate more movement instruction at the University Preschool?...........................................................................................……... 128 4. Conclusion .................................................................................... ………... 139 v Theoretical framework.................................................................... ……….. 140 Implications .................................................................................... ……….. 141 Towards the goal of increasing movement education .................... ……….. 151 Impact of a movement education program..................................... ……….. 154 Future research.............................................................................. ……….. 155 Summary ....................................................................................... ……….. 156 APPENDICES ….................................................................................... ……….. 158 A Human Subjects approval and informed consent ..................... ……….. 158 B Questionnaires and Surveys..................................................... ……….. 160 C Inventory of movement equipment ………………………………………... 166 D Lesson plan description …………………………….................................. 168 REFERENCES ……………………………………………………………………....... 169 BIOGRAPHICAL SKETCH..................................................................... ……….. 181 vi LIST OF TABLES Table 1: Percentage of indoor and outdoor activities ............................. ……….. 88 Table 2: Comparison between former and current available physical activity time 109 Table 3: Factors that influence movement skill instruction to preschool children... 128 Table 4: Physical education equipment stored in classrooms ................ ………… 166 Table 5: Physical education equipment stored on playground ............... ………… 167 vii ABSTRACT Ample evidence supports the notion that physical education programs contribute to the development of the whole child and in doing so should be an integral part of every school’s curriculum (Campbell, 1997). I undertook this case study to investigate the factors that influence movement skill instruction to preschool children in order to explain the insufficient amount of movement education at a preschool. Finding and understanding these factors can facilitate the successful implementation of a movement program that addresses children’s physical activity needs. The data gathered through document analysis, teacher and parent surveys, participant observation, and teacher and parent interviews revealed several factors that limit the teaching of movement education at the University Preschool. These factors were sorted by each of the elements in Ajzen’s Theory of Planned Behavior (1991): attitudes, subjective norms, and perceived behavioral control. The majority of the codes that emerged related to the element of attitudes. However, because most of the teachers’ attitudes did not match their practices, the other two elements were more critical for pinpointing the barriers to movement education. The most influential factors were related to teachers’ perceived capability to teach movement and support from the administration. Teacher training in movement education seemed to be the most needed and perhaps the most effective way to encourage the integration of movement education into the curriculum. Movement education is a valuable way to provide children with experiences that can facilitate learning in many areas of the early childhood curriculum. Since most children spend the majority of their day in educational settings preschool centers and schools are the most likely place to influence and change children’s physical activity patterns. Given this, as educators we must consider the educational possibilities and the benefits that physical activity can bring to the lives of young children and tailor early childhood curriculums with the goal of promoting lifelong participation in physical activity. The findings also led to recommendations for