The Role of Research in the Field of Physical Education: Manitoba Stories MPESA, Oct. 10, 2007.

The Role of Research in the Field of Physical Education:

Manitoba Stories

MPESA, Oct. 10, 2007

Who does/why do research?

Government - set policy

University researchers - contribute to scholarly literature in a particular field

Educators - improve practice

Interdependence

Practice informs

research

Research informs

practice action

Who funds research?

Federal Gov’t through national granting agencies: Tri-Council SSHRC, NSERC, CIHR (highly competitive - e.g., 20% success rate CIHR; 39% SSHRC)

Provincial government: • Research grants (MHRC, MICH)

• project grants (e.g., ECY …QQPE in Mb; Review of lit - fitness; Sport Mb)

Universities: HLHPRI, U of M Small Grants, U of M SSHRC

School divisions & schools: SO: TIP

Interest groups: MPESA …

Who determines what is studied?

• Typically, the funding agency and the researcher

• E.g., In the FKRM at the U of M, all professors are expected to develop an on-going research program (40% of workload expectations, which includes determining the research topic, research question(s), methodologies; preparing research proposals and applying for funding; carrying out the research; disseminating research to policy makers, practitioners, & scholarly community (presentations, publications, …)

Research Genres

Quantitative Qualitative

Test existing ideas Explore new questions

Theory test/ Hypothesis Develop theories/ interpret

Statistical analysis to prove theory

Textual analysis to improve understanding

Measure & evaluate; surveys, interventions, … e.g. fitness testing, TGMD

Case studies: Interviews, observations, document analysis

Translating research into practice

Determine research findings Communicate research findings

• Written reports (for policy makers)• Presentations (academics &

practitioners; key groups (e.g., participants, parents, policy makers, public)

• Publications (scholarly journals, professional journals, others)

How well do you know Manitoba Physical Education

Research?

Research Study

Research GenresQuantitative/Qualitative

Mixed method

Implications for practice(findings, outputs)

Quality & quantity of PE in Mb Schools

Compare motor skills of children (90-150 mins, PE spec’l vs gen’l)

Compare quality of PE b/w spec’l & gen’l schools

Improved manipulation skills for students w/150 mins / Quality of program greater with designated PE specialist

Experience of PE for Aboriginal youth in Mb

Compare b/w rural, urban, cross-cultural & Aboriginal schools

Deeper understanding of supports & barriers to quality PE & PA and what a culturally relevant program entails

Historical Research

David Fitzpatrick (U of W)

• Fitzpatrick, D. (1989). The socialization goal of Manitoba Public School Physical Education, 1945-1958. Unpublished Master’s thesis, University of Manitoba.

• Fitzpatrick, D. (1982). The emergence of physical fitness as a concept in the publix schools of Manitoba. Unpublished Master’s thesis, University of Manitoba.

Graduate Research

Teachers looking to improve practice:

• Sander, N. (1985). The effect of a selected physical education program on student self-concept and fitness related skills: A Canadian case study. Temple University: Unpublished Master’s Thesis.

• Halas, J. (1987). The effect of a social learning intervention program on grade seven physical education students. University of Ottawa: Unpublished Master's Thesis.

• Zahn, H. (2007). Developing Personal/Social and other Physical Education Skills to Create an Effective and Healthy Learning Environment for Students and Teachers Using The ‘Time Method’. University of Manitoba: Unpublished Master's Thesis.

• Nazer-Bloom, L. (pending Oct, 2007). Assessing Adolescent's Responses to a Coping Skills Program: An Action Research Approach to Understanding Adolescent Stress and Coping. University of Manitoba: Unpublished Doctoral Thesis.

Graduate work (FKRM)

• Booke, J. (MA, 2002); Wilderness education for youth at risk: An interpretive case study.

• Ng, C. (MSc, 2004); Audible breathing and exercise at the ventilatory threshold in youth.

• Livesley, K. (MSc, 2003); Building relationships in sport psychology consulting: Email and other factors.

• Champagne, L. (MSc, 2006); Physical Education Teachers as Allies to Aboriginal Students: Dimensions of Social Consciousness.

• Baert, H. (2007 - present). PHETE: Addressing the perspectives of novice PE teachers regarding the adequacy of their preparation to teach.

Specific Project Grants: Investigating Problems of

Practice

MPESA Survey• Fitzpatrick, D. (1998). Survey of selected Manitoba physical

education, and health teaching variables (1998): Preliminary report. Review of literature of fitness assessment

and development• Manitoba Education, Citizenship, and Youth. (2004). Guidelines for

fitness assessment in Manitoba schools: A resource for physical education/health education.

REPETA: QDPE division-wide survey (1991)• Halas, J. (1993). Winnipeg school division evaluates its commitment

to QDPE. CAHPER Journal. Summer, 59, (2), 8-11.

Action Research

1. Parental response to PE assessment, evaluating & reporting (Seven Oaks - HLHPRI w/ Neil Sander)

• Sander, N. & Halas, J. (2003). Action research as responsible practice: parental responses to assessment, evaluation, and reporting practices in physical education. Physical and Health Education Journal, 69(2), 12-16.

• Findings influenced the personal reporting practices of the teacher/researcher.

Action Research

2. Adolescent Moms PA Intervention study Applied theory of culturally relevant pedagogy to teaching of

PE (meaningful activities, student input, focus on rel’nships)• reclaiming body identity• healthy maternal body identity• playful body identity• the self-regulated body identity

Introduction of designated PE teacher at school; Orchard, T., Halas, J., & Stark, J. (2006). Minimizing the Maxim model?

Interpreting the sexual body rhetoric of teenage moms through physical education. In Linda K. Fuller, Sport, Rhetoric, and Gender: Historical Perspectives and Media Representations, pps. 131-

142. New York: Palgrave/Macmillan, Global Publishing at St. Martin's Press.

Action Research

3. The MENTOR Program Participatory Action Research informed by

Indigenous methodologies & teachings• After school PA, nutrition & education program

involving Aboriginal (and non-Aboriginal) HS students who design and deliver weekly activities for EYS at a neighbourhood school

• Students receive PE and/or leadership credit• Leads to introduction of new BPE - ELC (pilot

‘08)

Collaborations (education x health x university)

Adapting the First Step Program (Tudor-Locke) for Middle School Students• Community-based collaboration with FSD, Parkland Reg’l

Health Authority & HLHPRI• Adapt and apply FSP with middle years students in 2 rural

schools• Limited success; provided information of what works,

doesn’t work when using pedometers with Gr 5-8 students

Halas, J, Butcher, J., Lowe, H., & Clement, M. (in press). Toward a culturally relevant pedometer intervention for middle school students. AVANTE, (27 pages).

Qualitative Research

The Experience of Teaching Students who are Physically Awkward (on-going)

The Experience of Awkwardness: A Retrospective View• Fitzpatrick, D. A. & Watkinson, E. J. (2003). The Lived

Experience of Physical Awkwardness: Adults ﾕ Retrospective Views. Adapted Physical Activity Quarterly, 20, 279-298