1 / 23

Block Scheduling and Physical Education

Block Scheduling and Physical Education. Presented By: Robyn Ricketts Lori Woods. Block Scheduling What Is It?. 4 x 4 schedule Four classes a day for 90-120 minutes each Classes average at 90 minute blocks Two semesters Example School Year: English Spanish PE Health

niabi
Download Presentation

Block Scheduling and Physical Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Block Scheduling and Physical Education Presented By: Robyn Ricketts Lori Woods

  2. Block SchedulingWhat Is It? • 4 x 4 schedule • Four classes a day for 90-120 minutes each • Classes average at 90 minute blocks • Two semesters Example School Year: English Spanish PE Health Algebra Chemistry Biology Algebra II

  3. Does block scheduling have a place in physical education? • 100 randomly selected High Schools in North Carolina were surveyed. • 85 schools responded, 55 were using block scheduling 5 days a week. • Only schools using block scheduling were included in the results.

  4. Subject Schools • All had four periods a day • Fifty-one schools had 90 minute classes • Two schools had 100 minute classes • One school had 92 minute classes • One school had 95 minute classes

  5. Methods The physical education teachers and students filled out questionnaires and addressed topics such as: • Burnout • Absenteeism • Interaction • Relationships

  6. Student Results • Absenteeism- 29 schools no change (53%); Decreased in 18 schools (33%) • Discipline- Improved in 31 schools (56%); No Change in 16 schools (29%) • Cardiovascular Fitness- Improved in 32 schools (58%); No Change in 14 schools (25%) • Apathy- Decreased in 28 schools (51%); No Change in 18 schools (33%)

  7. Teacher Results • Absenteeism- No change in 29 schools (53%); Decreased in 18 schools (33%) • Interaction- Increased in 37 schools (67%) • Burnout- Decreased in 25 schools (45%); 21 schools reported no change (38%) • Relationships- Improved in 34 schools (62%)

  8. Open Ended Comments • Most common was the value of the additional available for teaching.

  9. Implications for Physical Educators • Many schools are going to this- you’ll most likely have to work with it. • Teachers need to find activities that will keep students attentive for longer periods of time. • Teachers will have an opportunity to focus on fitness and helping to combat the obesity epidemic in American youth. • Teachers will have an opportunity to use more non-traditional activities, and travel off-campus for physical education.

  10. Implications for Physical Educators Problem Based Learning • A comprehensive instructional approach to engage students in sustained, collaborative investigation. (Hastie) • Complex projects that originate from the students. • Open-Water Kayak Touring • School Walking Trail

  11. Physical Educators’ Perceptions of Block Scheduling • Journal of Physical Education, Recreation, and Dance (Jan 2000) • 9 Wisconsin high schools, 4x4 format • 31 Physical educators interviewed • Methods • Structured telephone interview • Teachers were given questions prior to interview

  12. Results: Positive Findings ●100% of teachers reported decreased levels of stress • 87% of teachers reported more time for student interaction • 87% of teachers reported an increase in students’ scores • 80% reported a decrease in discipline problems

  13. Results: Negative Findings • 55% of teachers reported that student absences were more costly • 55% of teachers reported that poorly skilled teachers were inefficient with the extended time. • 55% of teachers stated that teacher absences were costly

  14. Teachers’ Concerns • Special Needs Students • 50% of the teachers were concerned that 90 minute class periods were inappropriate for special education students

  15. Teachers’ Concerns • What about a comprehensive curriculum? • Block scheduling limits number of activities • Gaps in Physical Education • EX) A student could take one full year of PE as a freshman and not take it again till she is a senior

  16. Overall Conclusion • 100% of the teachers said that they preferred block scheduling over traditional scheduling.

  17. Students’ Reactions to Block Scheduling • High school in North Carolina • Study included all subjects areas • 1205 students • 586 boys, 609 girls • Mixed gender • Racially diverse

  18. Students’ Reactions • Procedure • One week trial • Never had block scheduling prior to trial • 4x4 schedule • Questionnaires

  19. Students’ Reaction • 1/3 of students reported that they felt teachers were unprepared • Increased behavior management issues • Too much lecture • The teacher did not have enough material prepared

  20. Students’ Reactions • 47% of students stated they had trouble paying attention during the 90 minute classes • 74% of the students stated that they had more time to study and could focus on a hard course more intensely.

  21. Students’ Reactions • Overall, students by asmall percentage thought block scheduling was more effective than traditional scheduling.

  22. In Conclusion • Block scheduling can be beneficial if… • Teachers use appropriate teaching techniques • Example: Problem-solving activities • Teachers are creative • Teachers can appropriately include all students • Large gaps in Physical Education can be eliminated.

More Related