Using Student Surveys to Help Choose Physical Education Activities

Overview & Synopsis

Physical education has the potential to provide students with the means to achieve healthier lifestyles and obtain meaningful learning and social experiences. Unfortunately, not all students participate in physical education on a daily basis (Lowry, Wechsler, Kann, & Collins, 2001). This is due partially to the fact that many physical education programs have been marginalized or eliminated from school curriculums in order to make more time available during the school day for subjects that are considered more "academic" in nature and subjects that are more central to basic education (Tannehill, 1998). Reduced time in physical education has been cited as a contributing factor to lower student activity levels and increased childhood obesity (Hill & Quam, 2003). In order to strengthen the presence of physical education in schools, it is important to not only argue for space in the overall school curriculum, but also to create programs that students find attractive and important. While using different curriculum models (e.g., adventure education, fitness education, social responsibility, sports for peace, and sport education) may increase student interest and participation in physical education, teachers should also survey students to find out the specific activities they have participated in in physical education, as well as their activity preferences. A regular system of surveying students has been found to be an important source of information for physical educators who develop physical education curricula (Greenwood & Stillwell, 2001; Prusak & Darst, 2002). In this article, the authors emphasize the importance of using student surveys to help choose physical education activities by discussing: reasons teachers do not use student surveys; sample student surveys; administering the surveys; and data analysis of survey responses. (Contains 1 figure.)