Block Scheduling and Physical Education

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Block Scheduling and Physical Education

• Presented By
• Robyn Ricketts
• Lori Woods

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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

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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.

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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

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Methods

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

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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)

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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)

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Open Ended Comments

• Most common was the value of the additional
  available for teaching.

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Implications for Physical Educators

• Many schools are going to this- youll 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.

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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

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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

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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

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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

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Teachers Concerns

• Special Needs Students
• 50 of the teachers were concerned that 90
  minute class periods were inappropriate for
  special education students

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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

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Overall Conclusion

• 100 of the teachers said that they preferred
  block scheduling over traditional scheduling.

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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

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Students Reactions

• Procedure
• One week trial
• Never had block scheduling prior to trial
• 4x4 schedule
• Questionnaires

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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

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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.

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Students Reactions

• Overall, students by a small percentage thought
  block scheduling was more effective than
  traditional scheduling.

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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.