Cost of Going Big: Class Size in Middle School Physical Education
Abstract/Description
Class size is a perennial issue that has been debated and researched for years. While there has been a significant amount of research conducted on the impact that class size plays on the teaching process, much of this research has focused within the classroom and centers on subjects such as Math and English. Academic subject areas have a state mandated student cap limit, however, in many instances Physical Education (PE) is exempt from these caps resulting in average class sizes in the thirties and forties. Despite this, there is a distinct lack of scholarship concerning class size and its impact on the teaching process in middle school PE. This research attempts to fill this gap by furthering our understanding of the impacts that class size has on the physical educator. A qualitative research design was used to collect data from a sample of seven teachers currently teaching middle school PE across three different school sites in the San Francisco Bay Area. This study also includes field notes from three observations. The results of the study indicate that class size plays a role in the instructional practices of middle school PE teachers. In particular, teacher-student interaction, modification of activities, and class instruction were seen to be affected by larger class sizes. Along with that, teacher apathy was seen to occur when teachers become overwhelmed with the physical and emotional cost of teaching large classes in middle school PE. Therefore, a more concerted effort needs to be made at the federal, state, and district levels to support physical educators to ensure that all students are receiving appropriate instruction in PE.
Cost of Going Big: Class Size in Middle School Physical Education
Guzman 110
Class size is a perennial issue that has been debated and researched for years. While there has been a significant amount of research conducted on the impact that class size plays on the teaching process, much of this research has focused within the classroom and centers on subjects such as Math and English. Academic subject areas have a state mandated student cap limit, however, in many instances Physical Education (PE) is exempt from these caps resulting in average class sizes in the thirties and forties. Despite this, there is a distinct lack of scholarship concerning class size and its impact on the teaching process in middle school PE. This research attempts to fill this gap by furthering our understanding of the impacts that class size has on the physical educator. A qualitative research design was used to collect data from a sample of seven teachers currently teaching middle school PE across three different school sites in the San Francisco Bay Area. This study also includes field notes from three observations. The results of the study indicate that class size plays a role in the instructional practices of middle school PE teachers. In particular, teacher-student interaction, modification of activities, and class instruction were seen to be affected by larger class sizes. Along with that, teacher apathy was seen to occur when teachers become overwhelmed with the physical and emotional cost of teaching large classes in middle school PE. Therefore, a more concerted effort needs to be made at the federal, state, and district levels to support physical educators to ensure that all students are receiving appropriate instruction in PE.