Gender and Grade Level Differences in Teaching and Assessing Health-related Fitness Topics Among US Physical Educators

Abstract

Purpose: To examine gender and grade-level differences in teaching and assessment of health-related fitness (HRF) among US physical educators. Methods: A survey measuring teaching (tHRF) and assessing (aHRF) HRF subtopics was completed by 796 US physical educators. Dependent paired samples t-tests were performed per individual HRF items within each grade-level cluster (K-2, 3-5, 6-8, 9-12). Pearson’s r were used to evaluate the relationship of tHRF to aHRF for each item, and Fisher’s r to z (z’) were calculated for correlation coefficient comparisons of tHRF to aHRF. Results: K-2 females reported teaching (2.71±.78 vs., 2.43±.68, p=.048, d=.38) and assessing (1.62±.54, 1.41±.59, p=.049, d=.37) fundamental movement skills more than male counterparts and report assessing what they teach more than males (r=.48 female, r=.20 male, z’=1.96, p=.050). Female 6-8 grade teachers report teaching (tHRF=1.77±.93, vs. 1.44±.90, p=.004, d=.36) and assessing (aHRF=1.32±.60, vs. 1.17±.62, p=.042, d=.25) self-monitoring PA more than males and correlation of teaching to assessing was higher (r=.68 female, r=.49 male, z’=2.11, p=.035) for this HRF subtopic. Similar significant differences (p<.05) were apparent for using fitness data to inform goal setting and personal PA planning for both 6-8 and 9-12 grade, respectively. Conclusion: Teacher gender and grade-level may influence HRF instruction.