Transcript No Slide Title

The Role of Research in the
Field of Physical Education:
Manitoba Stories
MPESA,
Oct. 10, 2007
Who does/why do research?

Government - set policy

University researchers - contribute to
scholarly literature in a particular field

Educators - improve practice
Interdependence
Research
informs
practice
action
Practice
informs
research
Who funds research?

Federal Gov’t through national granting
agencies: Tri-Council SSHRC, NSERC, CIHR (highly
competitive - e.g., 20% success rate CIHR; 39% SSHRC)

Provincial government:
• Research grants (MHRC, MICH)
• project grants (e.g., ECY …QQPE in Mb; Review of lit fitness; Sport Mb)



Universities: HLHPRI, U of M Small Grants, U of M SSHRC
School divisions & schools: SO: TIP
Interest groups: MPESA …
Who determines
what is studied?
• Typically, the funding agency and the researcher
• E.g., In the FKRM at the U of M, all professors are
expected to develop an on-going research program (40%
of workload expectations, which includes determining the
research topic, research question(s), methodologies;
preparing research proposals and applying for funding;
carrying out the research; disseminating research to policy
makers, practitioners, & scholarly community
(presentations, publications, …)
Research Genres
Quantitative
Qualitative
Test existing ideas
Explore new questions
Theory test/ Hypothesis
Develop theories/ interpret
Statistical analysis to prove
theory
Textual analysis to improve
understanding
Measure & evaluate; surveys,
interventions, … e.g. fitness
testing, TGMD
Case studies: Interviews,
observations, document analysis
Translating research into
practice


Determine research findings
Communicate research findings
• Written reports (for policy makers)
• Presentations (academics & practitioners;
key groups (e.g., participants, parents,
policy makers, public)
• Publications (scholarly journals,
professional journals, others)
How well do you know Manitoba
Physical Education Research?
Research
Study
Quality &
quantity of PE in
Mb Schools
Experience of PE
for Aboriginal youth
in Mb
Research Genres
Quantitative/Qualitative
Mixed method
Compare motor
skills of children
(90-150 mins,
PE spec’l vs
gen’l)
Implications for
practice
(findings,
outputs)
Compare quality
of PE b/w spec’l
& gen’l schools
Improved
manipulation skills for
students w/150 mins /
Quality of program
greater with
designated PE
specialist
Compare b/w rural,
urban, crosscultural &
Aboriginal schools
Deeper understanding
of supports & barriers
to quality PE & PA
and what a culturally
relevant program
entails
Historical Research

David Fitzpatrick (U of W)
• Fitzpatrick, D. (1989). The socialization goal of Manitoba Public
School Physical Education, 1945-1958. Unpublished Master’s
thesis, University of Manitoba.
• Fitzpatrick, D. (1982). The emergence of physical fitness as a
concept in the publix schools of Manitoba. Unpublished Master’s
thesis, University of Manitoba.
Graduate Research
Teachers looking to improve practice:
• Sander, N. (1985). The effect of a selected physical education program on
student self-concept and fitness related skills: A Canadian case study.
Temple University: Unpublished Master’s Thesis.
• Halas, J. (1987). The effect of a social learning intervention program on
grade seven physical education students. University of Ottawa:
Unpublished Master's Thesis.
• Zahn, H. (2007). Developing Personal/Social and other Physical
Education Skills to Create an Effective and Healthy Learning
Environment for Students and Teachers Using The ‘Time Method’.
University of Manitoba: Unpublished Master's Thesis.
• Nazer-Bloom, L. (pending Oct, 2007). Assessing Adolescent's Responses
to a Coping Skills Program: An Action Research Approach to
Understanding Adolescent Stress and Coping. University of Manitoba:
Unpublished Doctoral Thesis.
Graduate work (FKRM)
• Booke, J. (MA, 2002); Wilderness education for youth
at risk: An interpretive case study.
• Ng, C. (MSc, 2004); Audible breathing and exercise at
the ventilatory threshold in youth.
• Livesley, K. (MSc, 2003); Building relationships in
sport psychology consulting: Email and other factors.
• Champagne, L. (MSc, 2006); Physical Education
Teachers as Allies to Aboriginal Students: Dimensions
of Social Consciousness.
• Baert, H. (2007 - present). PHETE: Addressing the
perspectives of novice PE teachers regarding the
adequacy of their preparation to teach.
Specific Project Grants: Investigating
Problems of Practice

MPESA Survey
• Fitzpatrick, D. (1998). Survey of selected Manitoba physical
education, and health teaching variables (1998): Preliminary
report.

Review of literature of fitness assessment
and development
• Manitoba Education, Citizenship, and Youth. (2004). Guidelines
for fitness assessment in Manitoba schools: A resource for physical
education/health education.

REPETA: QDPE division-wide survey (1991)
• Halas, J. (1993). Winnipeg school division evaluates its
commitment to QDPE. CAHPER Journal. Summer, 59, (2), 8-11.
Action Research
1. Parental response to PE assessment,
evaluating & reporting (Seven Oaks HLHPRI w/ Neil Sander)
•
•
Sander, N. & Halas, J. (2003). Action research as responsible
practice: parental responses to assessment, evaluation, and
reporting practices in physical education. Physical and Health
Education Journal, 69(2), 12-16.
Findings influenced the personal reporting practices of the
teacher/researcher.
Action Research
2. Adolescent Moms PA Intervention study

Applied theory of culturally relevant pedagogy to teaching of PE
(meaningful activities, student input, focus on rel’nships)
• reclaiming body identity
• healthy maternal body identity
• playful body identity
• the self-regulated body identity

Introduction of designated PE teacher at school;
Orchard, T., Halas, J., & Stark, J. (2006). Minimizing the Maxim model? Interpreting the
sexual body rhetoric of teenage moms through physical education. In Linda K. Fuller, Sport,
Rhetoric, and Gender: Historical Perspectives and Media Representations, pps. 131-142.
New York: Palgrave/Macmillan, Global Publishing at St. Martin's Press
.
Action Research
3. The MENTOR Program
 Participatory Action Research informed by
Indigenous methodologies & teachings
• After school PA, nutrition & education program
involving Aboriginal (and non-Aboriginal) HS
students who design and deliver weekly activities
for EYS at a neighbourhood school
• Students receive PE and/or leadership credit
• Leads to introduction of new BPE - ELC (pilot ‘08)
Collaborations
(education x health x university)
Adapting the First Step Program (Tudor-Locke)
for Middle School Students
• Community-based collaboration with FSD, Parkland Reg’l Health
Authority & HLHPRI
• Adapt and apply FSP with middle years students in 2 rural schools
• Limited success; provided information of what works, doesn’t work
when using pedometers with Gr 5-8 students

Halas, J, Butcher, J., Lowe, H., & Clement, M. (in press). Toward a culturally
relevant pedometer intervention for middle school students. AVANTE, (27
pages).
Qualitative Research


The Experience of Teaching Students
who are Physically Awkward (on-going)
The Experience of Awkwardness: A
Retrospective View
• Fitzpatrick, D. A. & Watkinson, E. J. (2003). The Lived
Experience of Physical Awkwardness: Adultsﾕ Retrospective
Views. Adapted Physical Activity Quarterly, 20, 279-298