Don't Sweat Gym! An Analysis of Curriculum and Instruction

Abstract

The article describes a study of 11 U.S. high school physical education teachers with respect to their curricular and instructional activities. The most important professional task of teachers, from the public perspective, is the delivery of curriculum to students through instructional classes. The teachers in the study all worked in school districts that had an official curriculum for physical education, and all taught from 4 to six classes each day. The data used to analyze and interpret curricular issues was collected from curriculum guides for each district. Each teacher also completed a Values Orientation Inventory. Also data such as unit length, lesson length, and days per week about each teaching situation were collected. Data from interviews was also used.