AN EXAMINATION OF TEACHERS’ RATIONALES FOR CHANGING A PHYSICAL EDUCATION INTERVENTION

Jerry W. Loflin

Abstract


New school-based curricular interventions are fundamental in meeting the diverse needs of today’s students and improving student outcomes. In terms of curricular interventions, teachers are the primary implementation agents; therefore, the fidelity of such interventions depends on teacher adoption and delivery. To understand and meet such fidelity challenges, this qualitative research study examined the contextual components and implementation mechanisms contributing to the variation in teachers’ perspectives and methods of implementing the Science of Healthful Living curriculum; a research-based intervention designed to increase middle school students’ fitness-based knowledge through physically active lessons. The results of this study suggested a multitude of preexisting contextual factors, such as lack of instructional time, space, and equipment, influence teachers’ fidelity to the intended curriculum. These factors, however, may or may not negatively influence the intended scope of the curriculum and should be considered when making judgments about teacher fidelity. In conclusion, intervention researchers should consider the nature of the contextual factors and whether they negatively impact the intervention when designing and revising school-based interventions.

 

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Keywords


fidelity, school-based physical education interventions, contextual factors, teacher interviews

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DOI: http://dx.doi.org/10.46827/ejpe.v10i1.4866

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