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Article: Raising Activity Levels: A Multidimensional Analysis of Curriculum Change

TitleRaising Activity Levels: A Multidimensional Analysis of Curriculum Change
Authors
Issue Date2001
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13573322.asp
Citation
Sport, Education And Society, 2001, v. 6 n. 2, p. 199-210 How to Cite?
AbstractUsing Fullan's (1982) The Meaning of Educational Change (Toronto, OISE Press) multidimensional framework, this paper discusses the problems of curriculum change by examining the subjective experiences of physical education teachers. The discussion was based on interviews with teachers who were involved in a study to change health behaviors of high school students. Although no discernable changes in behavior were observed, the explanations for the results, as reported by the teachers, have provided insights of greater importance. Two physical education classes consisting of boys and girls aged between 11 and 13 years from 20 secondary schools were selected for pre-test and post-test measurements. The data collected included a survey, direct observation, heart rate monitoring and motion sensoring. A teacher-designed modification of the physical education curriculum was used as an intervention as it was specifically aimed at increasing activity. A debriefing of teachers in the experimental group indicated that they considered the teacher-designed lesson guide to be valuable. However, when the teachers were faced with implementing change in their physical classes, they (like the researchers) underestimated the situational and personal-social factors that prevented untested ideas from being transformed into firm beliefs and values. The findings confirmed the predictions of a multidimensional model of educational change, which indicated that, when challenged, technological and material innovations are more easily changed than attitudes, beliefs and values held by teachers.
Persistent Identifierhttp://hdl.handle.net/10722/176018
ISSN
2015 Impact Factor: 1.269
2015 SCImago Journal Rankings: 1.005
References

 

DC FieldValueLanguage
dc.contributor.authorJohns, DPen_US
dc.contributor.authorHa, ASCen_US
dc.contributor.authorMacfarlane, DJen_US
dc.date.accessioned2012-11-26T09:04:33Z-
dc.date.available2012-11-26T09:04:33Z-
dc.date.issued2001en_US
dc.identifier.citationSport, Education And Society, 2001, v. 6 n. 2, p. 199-210en_US
dc.identifier.issn1357-3322en_US
dc.identifier.urihttp://hdl.handle.net/10722/176018-
dc.description.abstractUsing Fullan's (1982) The Meaning of Educational Change (Toronto, OISE Press) multidimensional framework, this paper discusses the problems of curriculum change by examining the subjective experiences of physical education teachers. The discussion was based on interviews with teachers who were involved in a study to change health behaviors of high school students. Although no discernable changes in behavior were observed, the explanations for the results, as reported by the teachers, have provided insights of greater importance. Two physical education classes consisting of boys and girls aged between 11 and 13 years from 20 secondary schools were selected for pre-test and post-test measurements. The data collected included a survey, direct observation, heart rate monitoring and motion sensoring. A teacher-designed modification of the physical education curriculum was used as an intervention as it was specifically aimed at increasing activity. A debriefing of teachers in the experimental group indicated that they considered the teacher-designed lesson guide to be valuable. However, when the teachers were faced with implementing change in their physical classes, they (like the researchers) underestimated the situational and personal-social factors that prevented untested ideas from being transformed into firm beliefs and values. The findings confirmed the predictions of a multidimensional model of educational change, which indicated that, when challenged, technological and material innovations are more easily changed than attitudes, beliefs and values held by teachers.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13573322.aspen_US
dc.relation.ispartofSport, Education and Societyen_US
dc.titleRaising Activity Levels: A Multidimensional Analysis of Curriculum Changeen_US
dc.typeArticleen_US
dc.identifier.emailMacfarlane, DJ: djmac@hku.hken_US
dc.identifier.authorityMacfarlane, DJ=rp00934en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/13573320120084272en_US
dc.identifier.scopuseid_2-s2.0-0037821929en_US
dc.identifier.hkuros73820-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0037821929&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume6en_US
dc.identifier.issue2en_US
dc.identifier.spage199en_US
dc.identifier.epage210en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridJohns, DP=36729545500en_US
dc.identifier.scopusauthoridHa, ASC=7004386657en_US
dc.identifier.scopusauthoridMacfarlane, DJ=7202978517en_US

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