A survey of lead physical education teachers' perceptions of the impact of block scheduling on curriculum and instruction

Abstract

Physical education teachers (N = 81) in public and private secondary level educational institutions in Wisconsin were surveyed to determine perceptions of the impact of block scheduling on curriculum and instruction. The survey consisted of 5 demographic variables, 14 five-point Likert-type scale statements, and an optional part consisting of 4 open-ended questions. A response rate of 73% (n = 59) was obtained; 85% (n = 39) for all 3 parts of the survey, 3% (n = 2) for the first 2 parts, while 31% (n = 18) returned it i~lcomplete. Zero-order correlation tests were performed between the Likert-type scale statements and demographic variables. Results indicated that the relationship between PE teachers changing their instructional methods and length of class periods was significant (p e .047), as was the relationship between PE teachers introducing more in-depth content and length of class periods (Q c .045). All other relationships were not significant (Q s .05).