CUPR RESEARCH PAGE

ABSTRACT

Dominique Banville

The Impact of Block-Scheduling on the Physical Education Curriculum

The amount of time allotted to physical education classes varies greatly when comparing one province to another or one country to another. What also varies is how the assigned time is organized within the schedule. In August 1999, I started a new position in an American university and joined a pair of researchers (Drs. Linda Rikard and Mary Marks) who were working on a research project being conducted in local high schools. The project examine the impact of block-scheduling on high school physical education curriculum, scheduling in the local school district having recently changed from 60 minutes every day for the entire school year to an "A-B" block-scheduling format (90 minutes every other day for the entire school year).

In studies conducted on the topic, some positive aspects mentioned by teachers were: additional time to conduct activities effectively (Shortt & Tayer, 1999), and the possibility to enrich the curriculum (Hurley, 1997). On the other hand, teachers state that students fall behind more quickly if they miss a class. However, according to Hackmann and Schmitt (1997) teachers cannot take the simplistic approach of using the same methods for a longer period of time, or trying to fit two "old" lessons into one. The curriculum has to be modified to fit this new schedule. Little data has been published in the physical education literature regarding ways PE teachers deliver instruction in blocked classes or the impact on the curriculum.

The purpose of our research is therefore to analyse the impact of block scheduling on the PE curriculum. More precisely, we are interested in: a) knowing teachers perspectives about block-scheduling compared to traditional scheduling now that they have experienced it for a year or more, b) how they utilise their time in classes; and c) analysing selected teachers and students behaviours in blocked classes. Data are now being collected through interviews with physical education teachers in 16 high schools in one local district and through videotaped samples of their lessons. (327 words)

References:

Hackermann, D.G., & Schmitt, D.M. (1997). Strategies for teaching in a block-of-time schedule. NASSP Bulletin, 81 (588), 1-9.

Hurley, J.C. (1997). The 4x4 block scheduling model: What do teachers have to say about it?. NASSP Bulletin, 81 (593), 53-63.

Shortt, T.L., & Thayer, Y.V. (1999). Block scheduling can enhance school climate. Educational Leadership, 56 (4), 76-81.