Effect of Parental Involvement on Perceptions of Physical Education

Autor/inn/en	Paulson, Anna; Kulinna, Pamela Hodges; van der Mars, Hans
Titel	Effect of Parental Involvement on Perceptions of Physical Education
Quelle	In: Physical Educator, 79 (2022) 4, S.441-465 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-8981
Schlagwörter	Parent Participation; Parent Role; Parent Attitudes; Physical Education; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Physical Education Teachers; Family Involvement; Parent Teacher Cooperation; Life Style; Health Behavior; Socialization; Program Effectiveness; Recreational Activities; Intervention; Newsletters; Electronic Mail; Homework + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parental role; Elternrolle; Elternverhalten; Körpererziehung; Sportunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lebensstil; Health behaviour; Gesundheitsverhalten; Socialisation; Sozialisation; Freizeitgestaltung; Elektronischer Briefkasten; Hausaufgabe
Abstract	This study sought to address the large gap in the literature regarding parents' roles and views about physical education programs. Guided by Epstein's model of parental involvement, this study investigated the effect of increased parental involvement in a child's physical education program on parents' perceptions of that program. Participants included 31 parents (28 female, 3 male) of students enrolled in fifth- through eighth-grade physical education classes at a school in the Southwestern United States. The design employed was a pre-post mixed-methods design. Over 6 weeks, the physical education teacher increased communication with parents through twice-weekly newsletters, weekly emails, family homework assignments, and family physical activities. Parents completed three validated surveys and open-ended questions, while the teacher kept field notes across the intervention. Parents increased their positive views of physical education, communication with teachers, and ideas about the importance of the field as well as their perceptions of their connections with physical education and ability to support their students in developing healthy lifestyle behaviors. Four themes emerged from the data including (a) lifetime physical activity, (b) socialization, (c) immediate benefits of physical education, and (d) parental support. The results of this study suggest that regular, open parent-teacher communication regarding physical education programming plays an important role in promoting the field. Extra effort by teachers in facilitating opportunities for parental engagement led to more positive perceptions and value of the physical education program by parents. This investment of teacher time is essential for maintaining positive parents' and students' perceptions of quality physical education programming and creating more partners and advocates for the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01