The importance of primary physical education in England : assessing the acceptability and feasibility of a non-linear approach for parents and teachers

Currently, only about half of children aged 5-7 in the UK meet the recommended World Health Organisation guidelines for physical activity (PA). Given the influence experiences in primary school Physical Education (PE) can have on children's attitude towards PA, ensuring that PE fosters an inclusive and fun environment is important. Play-based PE, an alternative approach to teaching PE, could achieve this. However, little is known about parents' and teachers' perceptions of and receptiveness to play-based PE in England. This thesis's first aim was to better understand the factors that influence parents to support their child's PA and PE at home. A mixed-methods study design was used; 103 participants completed the questionnaire, and eight were interviewed. The results showed that parents viewed PE and PA positively and were receptive to play-based PE. However, they faced several barriers when supporting their child's PE and PA at home, including time, money, and a lack of communication from the child's school. The second aim of this thesis was to understand what influences teachers' and teaching assistants’ confidence in teaching/supporting PE. Twenty-three teachers and seven teaching assistants completed a questionnaire. The results showed that just over half did not feel equipped to teach/support inclusive PE, but many felt PE was an important subject and were receptive to play-based PE. The final aim of this thesis was to assess the acceptability and feasibility of a play-based PE programme in Key Stage One lessons (ages 5-7), using a mixed methods study design. Questionnaires were created using the Capability, Opportunity, Motivation-Behaviour (COM-B) framework; fourteen parents and fifteen teachers completed the pre-intervention questionnaires. Three parents and one teacher completed the post-intervention questionnaires; this data was not used. Four parents and the CPD instructor participated in follow-up interviews. The results showed that parents and teachers needed more physical and social opportunities. The instructor highlighted broader systemic issues with implementing interventions and supporting PE in schools. The results from these studies provide novel insight into parents' and teachers' receptiveness to play-based PE. Another novel aspect is the ethnically diverse group of parents who highlighted the barriers they currently face when supporting PE at home, making the results more ethnically representative of England's population.

Grantor dc:publisher

Oxford Brookes University

Author dc:creator

• Ghezae, Fiyory Tzeggai

Contributors dc:contributor

• Wilmut, Kate
• Whigham, Stuart
• Roberts, Will

Statement dc:rights

• All rights reserved

Language dc:language

en

DOI dc:identifier

https://doi.org/10.24384/1ee6-2j69

OAI identifier oai:identifier

tle:04206dee-baaf-4aa6-908d-c87b97088985:d6bd9758-527a-46cd-bfe2-c433766e8fca:1