Table Of ContentNARRATIVE INQUIRY INTO THE LIVES OF PHYSICAL EDUCATION TEACHERS: IN
PURSUIT OF PHYSICAL LITERACY
by
JODIE LEISS
B.S.E., Emporia State University, 2003
M.S., Emporia State University, 2006
AN ABSTRACT OF A DISSERTATION
Submitted in partial fulfillment of the requirements for the degree
DOCTOR OF PHILOSOPHY
Department of Curriculum and Instruction
College of Education
KANSAS STATE UNIVERSITY
Manhattan, Kansas
2016
Abstract
This study is a narrative inquiry into the lives of physical education teachers in order to
gain insight into their identities as physical education teachers and their understanding of what it
means to be physically literate as well as investigate into the thoughts of physical education
teachers about the concept of comprehensives school physical activity programs. According to
Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied
capability, wherein an individual has the motivation, confidence, physical competence,
knowledge and understanding to value and take responsibility for maintaining purposeful
physical pursuits/activity throughout a lifetime. Development of the debate regarding physical
literacy was stimulated by the study of existentialist and phenomenological philosophers, such as
Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and
body connection. Merleau-Ponty’s (1945/2010) philosophy facilitated the gain of knowledge
regarding 1) how stories of physical education teachers help promote physical literacy in
schools; 2) how physical education teachers perceive the mind/body connection; and 3) how
physical education teachers understand what it means to be physically literate.
The contributions to the thought and practice of physical education as a result of this
study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role
of physical education teachers is not just teaching and moving the body, but to help students
learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn
better; 4.) A new role of physical education teachers is to bridge the gap between physical
education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.)
Teacher education programs need to highlight reflective practices that help future physical
educators draw upon knowledge from their own life experiences to enrich their teaching; 6.)
Physical education teachers should collaborate with public health officials to implement
comprehensive school physical activity programs.
NARRATIVE INQUIRY INTO THE LIVES OF PHYSICAL EDUCATION TEACHERS: IN
PURSUIT OF PHYSICAL LITERACY
by
JODIE LEISS
B.S.E., Emporia State University, 2003
M.S., Emporia State University, 2006
A DISSERTATION
submitted in partial fulfillment of the requirements for the degree
DOCTOR OF PHILOSOPHY
Department of Curriculum and Instruction
College of Education
KANSAS STATE UNIVERSITY
Manhattan, Kansas
2016
Approved by:
Major Professor
Jeong-Hee Kim
Major Professor
Sally Yahnke
Copyright
JODIE LEISS
2016
Abstract
This study is a narrative inquiry into the lives of physical education teachers in order to
gain insight into their identities as physical education teachers and their understanding of what it
means to be physically literate as well as investigate into the thoughts of physical education
teachers about the concept of comprehensives school physical activity programs. According to
Whitehead (2010), physical literacy is a disposition to capitalize on the human embodied
capability, wherein an individual has the motivation, confidence, physical competence,
knowledge and understanding to value and take responsibility for maintaining purposeful
physical pursuits/activity throughout a lifetime. Development of the debate regarding physical
literacy was stimulated by the study of existentialist and phenomenological philosophers, such as
Sartre and Merleau-Ponty, who articulate a particular stance towards the nature of our mind and
body connection. Merleau-Ponty’s (1945/2010) philosophy facilitated the gain of knowledge
regarding 1) how stories of physical education teachers help promote physical literacy in
schools; 2) how physical education teachers perceive the mind/body connection; and 3) how
physical education teachers understand what it means to be physically literate.
The contributions to the thought and practice of physical education as a result of this
study will highlight 1.) physical literacy is embodied in adapted physical education; 2.) the role
of physical education teachers is not just teaching and moving the body, but to help students
learn better; 3.) A stressed mind affects the body, and having a healthy body helps students learn
better; 4.) A new role of physical education teachers is to bridge the gap between physical
education and the classroom by providing ideas to classroom teachers regarding brain breaks. 5.)
Teacher education programs need to highlight reflective practices that help future physical
educators draw upon knowledge from their own life experiences to enrich their teaching; 6.)
Physical education teachers should collaborate with public health officials to implement
comprehensive school physical activity programs.
Table of Contents
Acknowledgements ........................................................................................................................ ix
Chapter 1 - Introduction .................................................................................................................. 1
Overview of the Issues ................................................................................................................... 3
Students Need Physical Education and Physical Activity………………………………...3
Mind/Body Connection Not Understood………………………………………………….5
Statement of the Problem ................................................................................................................ 6
Purpose of the Study ...................................................................................................................... 9
Research Questions ....................................................................................................................... 10
Significance of the Study………………………………………………………………………...11
Research Design………………………………………………………………………………….12
Limitations of the Study …………………………………………………………………………14
Definitions of Terms……………………………………………………………………………..15
Chapter 2 –Literature Review ....................................................................................................... 16
Effects of Physical Inactivity ........................................................................................................ 16
Childhood Obesity……………………………………………………………………….16
Limited Student Learning…..……………………………………………………………18
Benefits of Physical Education and Physical Activity…………………………………………..20
Theoretical Framework: Phenomenology of Perception………………………………………..23
The Perceiving Body……………………………………………………………………..24
Discovering Others………………………………………………………………………25
Developing Health Habits………………………………………………………………..26
Phenomenology of Perception Studies in Education……………….................................27
Social Cognitive Theory………………………...………………………………………………31
History of Physical Education…………………………………………………………………...37
th
Physical Education and the Importance of Play in the 19 Century………………….....42
Physical Education and the Depression Era……………………………………………..45
World Wars I & II Prompt Physical Education for Fitness……………………………...46
Current State of Physical Education……………………………………………………………..47
xi
Philosophy……………………………………………………………………………....47
National Standards………………………………………………………………………48
Marginalization of Physical Education………………………………………………….49
Physical Education Curriculum in K-12…………………………………………………49
Current State of Physical Education in Schools…………………………………………50
What Makes a Quality Teacher………………………………………………………………...51
Quality Physical Education Teachers…………………………………53
Chapter 3 – Design, Research Methodology, and Procedures ...................................................... 55
Research Questions……………………………………………………………………....55
Research Design……………………………………………………................................56
Research Methodology: Narrative Inquiry in Educational Research…………...57
Narrative Study Design………………………………………………………………….59
Selection of Participants…………………………………………………………………………62
The Research Sites……………………………………………………………………………….64
Sources of Data…………………………………………………………………………………..65
Data Analysis…………………………………………………………………………………….66
Ethical Considerations in Narrative Inquiry……………………………………………………..68
Validity Issues in Narrative Inquiry……………………………………………………………..69
Chapter 4 - The Importance of Understanding Physical Literacy……………………………….71
Literature Review:
The Evolution of Physical Education and The Inclusion of Physical Literacy………………….72
Physical Literacy…………………………………………………………………………………74
Theoretical Framework - Phenomenology……………………………………………………….79
Narrative Inquiry and Research Methods………………………………………………………..81
Data Collection…………………………………………………………………………………..83
Data Analysis………………………………………………………………………………….....86
Findings………………………………………………………………………………………….88
Physical Literacy as Defined by Physical Education Teachers………………………………….88
PE Teacher's Perception of the Mind/Body Connection………………………………………...92
Education System Does Not Recognize the Benefits……………92
Physical Activity Helps Students Learn…………………………93
xii
A Stressed Mind Affects the Body………………………………94
Brain Breaks are Important………………………………………94
Discussion and Implications……………………………………………………………………..96
Conclusion……………………………………………………………………………………....99
Chapter 5 - The Pressure to be Perfect: The Importance of Physical Educator's Identity……..101
Importance of Physical Education Teacher Identity……………………………………………104
Theoretical Framework: Phenomenology of Perception………………………………………106
Narrative Inquiry & Data Collection Methods…………………………………………………108
Research Participants…………………………………………………………………………..111
Narrative Analysis……………………………………………………………………………...114
Olivia: "Never Give Up" The Seasoned Physical Education Teacher…116
Pamela: Professional Role Model Physical Educator………………….120
My Story: Researcher Teacher…………………………………………126
Discussion………………………………………………………………………………………130
Body as a Vital Part of Physical Educator's Identity…………………...............130
Physical Educator's Responsibility to Be a Good Role Model…………………132
Physical Educator's Experiences become Part of Their "Living Curriculum"…133
Implications and Conclusion……………………………………………………………………134
Chapter 6 - Implementing Whole-of-School Physical Activity Promotion…………………….139
Methods…………………………………………………………………………………………140
Narrative Inquiry………………………………………………………………..140
Participants and Data Collection..………………………………………………141
Data Analysis …………………………………………………………………144
Results…………………………………………………………………………………………..146
Physical Education Teacher Thoughts about CSPAPs…………………………………………146
CSPAPs Sound like a Great Idea, but I've not Heard of them Before………………….146
CSPAPs are a Great Idea and Have Many Benefits……………………………………146
Ways Physical Education Teachers Attempt to Implement CSPAPs in Their Schools..147
Challenges Physical Education Teachers Face Trying to Implement CSPAPs………...147
Discussion………………………………………………………………………………………151
Implications for Research and Practice…………………………………………………………153
xiii
Chapter 7 - Conclusion…………………………………………………………………………155
Lessons Learned………………………………………………………………………………...155
Recommendations………………………………………………………………………………157
Suggestions for Future Research……………………………………………………………….157
References………………………………………………………………………………………159
Appendix A – Interview Questions ............................................................................................ 175
xiv
Acknowledgements
I would like to extend a heartfelt thank you to my dissertations chairs Jeong-Hee Kim and Sally
Yahnke for their guidance, wisdom, support, and encouragement. To Dr. Kim, a double dose of
appreciation for encouraging me to present my dissertation research at the American Educational
Research Association (AERA) annual meeting as well as invite me to present with you at the
conference. A wonderful experience that I will never forget! You are forever moving me out
of my comfort zone, which is a very good thing!
I would also like to thank my dissertation committee Kay Ann Taylor, David Dzewaltowski and
Tandalayo Kidd for their understanding, patience, encouragement and support. I may be bias,
but I do believe I had the best dissertation chairs and committee ever!
I would like to thank my mom for always believing in me and loving me. You are the greatest
mom!
I would like to thank my children, Jessica & Scott, Gavin, Rachel & Mark, and Austin for their
support and patience during this process. I love you all bunches and bunches!
Last, but certainly not least, I would love to thank the love of my life, my husband, Damon Paul
Leiss. I love you beyond words and thank you for your endless support and encouragement.
You are my rock!
To God be the glory!
ix
