A survey of lead physical education teachers' perceptions of the impact of block scheduling on curriculum and instruction
Abstract
Physical education teachers (N = 81) in public and private secondary level
educational institutions in Wisconsin were surveyed to determine perceptions of
the impact of block scheduling on curriculum and instruction. The survey
consisted of 5 demographic variables, 14 five-point Likert-type scale
statements, and an optional part consisting of 4 open-ended questions. A
response rate of 73% (n = 59) was obtained; 85% (n = 39) for all 3 parts of the
survey, 3% (n = 2) for the first 2 parts, while 31% (n = 18) returned it i~lcomplete.
Zero-order correlation tests were performed between the Likert-type scale
statements and demographic variables. Results indicated that the relationship
between PE teachers changing their instructional methods and length of class
periods was significant (p e .047), as was the relationship between PE teachers
introducing more in-depth content and length of class periods (Q c .045). All
other relationships were not significant (Q s .05).
Subject
Block scheduling (Education) - Public opinion
Physical education teachers - Attitudes