Dissertation

A moving high school experience: a comparison of physical fitness curriculums of two high school physical activity programs

This study is a quantitative and qualitative evaluation of two high school physical activity curriculums in relation to student physical fitness outcomes providing insight into factors that promote inactivity. The purpose of this study was to evaluate JROTC and PE physical activity curriculums in relation to physical fitness outcomes to answer questions of effectiveness and differences. The problem is the low physical activity in high school student and early onset of sedentary lifestyle related disease. The methodology applied was a Concurrent-Triangulation Mixed Method approach (Creswell & Plano, 2011) using Pearson r correlation coefficients, Independent-Sample t-Tests, evaluation of instructor voice and narrative. Data was collected by survey, interview, and CDE public data bases. Findings implicated practice, leadership, and policy change recommendations, considerations for future research, and discoveries of new ideas. The quantitative and qualitative corroboration suggest that JROTC instructors are more effective for favorable student physical fitness outcomes, use different methodologies and ideologies, while the PE instructors were experiencing many more barriers to effective physical activity curriculum delivery.

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