and skill in both [PE] and technology” prior to enrolling in a VPE course (NASPE 2007, p. 5). The design of this course is in strong alignment with Guideline 1, with seven out of the eight recommendations for this guideline being met (Table 2.2). Triangulated results from document analysis, teacher and student survey questionnaires, and semi-structured interviews provided evidence to support this alignment determination.
Guideline Weak Alignment Moderate Alignment Strong Alignment 1. Student Prerequisites X 2. Teacher Prerequisites X
3. Curriculum and Instructional Prerequisites X
4. Assessment Practices X
5. Class Size X
6. Time Allocation X
7. Community Resources X
8. Equipment and Technology Systems X
9. Process for Program Evaluation X
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Table 2.2
Guideline 1 Alignment Summary: Student Prerequisites
Recommendations Yes No
Students demonstrate competency in basic movement concepts and motor skills, including an assessment of physical fitness, and a foundational knowledge of PE.
X
Students understand how to navigate through the Internet, download instructional (digital) videos, and participate in webinars and pod casts.
X
Students have access to, and familiarity with, computer technology, the Internet, and basic software such as Microsoft Word and PowerPoint.
X
Students demonstrate an understanding of safety procedures and protocols when performing movements and exercises.
X
Students demonstrate time management skills to work independently for a self-paced online course.
X
Students and parents complete an honor code contract, which includes information on Internet safety, plagiarism guidelines, and Internet copyrights.
X
Teachers require an initial parent/student orientation meeting. This must be in person rather than by phone so that future opportunities for in-person student-teacher meetings are scheduled before the student completes the course.
X
Parents agree to supervise and assist with online PE learning. X
Adam, the Health and PE content specialist, and Stephen, the director, indicated that students must have permission from their guidance counselor at their high school to enroll in this course. Analysis of course content as well as semi-structured interview results with Adam
revealed that students do not have to demonstrate competency in basic movement concepts and motor skills in this course (beyond physical activity involvement), as Daum and Buschner (2012) found common amongst VPE courses; however, student and teacher survey questionnaire results illustrated that students in this course passed elementary and middle school PE, where it they should have met this criteria, though this is only an assumption (Table 2.3). Analysis of course information, assignments, weekly workout content, and semi-structured interview results also
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revealed that students are required to be physically active and show evidence of activity on a weekly basis in this course.
Table 2.3
Student/Teacher Percentage of Agreement that Students Passed Elementary/Middle PE
Survey Question
Student Response (%) Teacher Response (%) Yes Unsure No Don’t
Wish to Answer (DWA) Agree+Strongly Agree (A+SA) Unsure Disagree+Strongly Disagree (D+SD) DWA Passed elementary PE 100% 0% 0% 0% 87.5% 12.5% 0% 0% Passed middle PE 100% 0% 0% 0% 87.5% 12.5% 0% 0%
Analysis of course information and assignments as well as student and teacher survey questionnaire results also indicated that students in this course are required to and understand how to navigate through the Internet and have access to a computer and basic software to
complete assignments in a self-paced online environment (Table 2.4). These findings are similar to Mosier and Lynn’s (2012) findings that the FLVS VPE course is also self-paced. Sarah, who is teaching this course for the fourth time, indicated that the self-paced nature is “the beauty of the course” because students can work on their own to complete assignments. Michelle, a first year VPE/PFC teacher, mentioned that this course requires a lot of discipline for students to submit assignments on time each week. Assignment instructions, the syllabus, and course policies and procedures on the course website also indicated how students are expected to work at their own pace in this course.
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Table 2.4
Student/Teacher Percentage of Agreement that Students Know How to Use Various Technologies/Software and Have Access to Computer for Course
Survey Question Student Response (%) Teacher Response (%)
A+SA Unsure D+SD DWA A+SA Unsure D+SD DWA
Know how to use Internet
91.1% 6.7% 2.2% 0% 100% 0% 0% 0%
Know how to use audio
86.7% 11.1% 0% 2.2% 87.5% 12.5% 0% 0%
Know how to use video
84.4% 11.4% 4.4% 0% 75% 12.5% 12.5% 0%
Know how to use Microsoft PowerPoint (PPT)
93.3% 0% 4.3% 2.2% 75% 12.5% 12.5% 0%
Know how to use Microsoft Word (Word) 93.3% 2.2% 4.4% 100% 0% 0% 0% Have computer access 100% 0% 0% 100% 0% 0% 0%
Analysis of course information and announcements and student and teacher survey questionnaire results (Table 2.5) illustrated that students in this specific course also complete an online orientation and attend an initial face-to-face course orientation, as recommended.
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Table 2.5
Student/Teacher Percentage of Agreement that Students Completed Online Orientation and Attended Face-to-Face Course Orientation
Survey Question
Student Response (%) Teacher Response (%)
Yes No Unsure DWA A+SA Unsure D+SD DWA
Completed online orientation 100% 0% 0% 0% 100% 0% 0% 0% Attended face-to-face orientation 77.8% 8.9% 13.3% 0% 87.5% 0% 12.5% 0%
Analysis of course assignments as well as the semi-structured interview with Kimberly, a veteran teacher, also revealed that students must be cognizant of safety procedures for
performing physical activity in this course. For example, in unit two, students must exhibit knowledge of safety procedures by creating an exercise safety brochure. Furthermore, a safety protocol is given in the workout policy that students read and sign in person at the face-to-face orientation.
Additionally, the workout policy found on the course website, student and teacher survey questionnaire results (Table 2.6), and semi-structured interviews revealed that parents do not have to sign off on physical activity logs or agree to supervise student activity tracking, but semi- structured interview results indicated that parents can log into the course to see their student’s grades. This access allows parents to track student progress in the course, as recommended.
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Table 2.6
Student/Teacher Percentage of Agreement About Parent Workout Log Sign-Off Survey
Question
Student Response (%) Teacher Response (%)
Some weeks
Has not yet
Unsure DWA Some
weeks
Has not yet Unsure DWA
How often parents sign off on weekly workout logs 4.4% 77.8% 15.6% 2.2% 0% 100% 0% 0%
Analysis of course assignments, weekly workouts, and semi-structured interview results also indicated that students are required to show evidence of physical activity through the use of heart rate monitors on a weekly basis to hold them accountable for cardiovascular physical activity. According to student and teacher survey questionnaire results (Table 2.7), interviewees and the weekly workout assignment on the course website, students are required to complete four cardiovascular workouts a week for a specific amount of time, and they must wear their heart rate monitor while completing these workouts.
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Student/Teacher Percentage of Number of Cardiovascular/Strength Workouts per Week
Survey Question
Student Response (%) Teacher Response (%)
1 2 3 4 5 6 7/7+ DWA 1 2 3 4 Cardiovascular workouts completed by students per week 0% 2.2% 0% 95,6% 0% 0 % 2.2% 0% 0% 0% 0% 100% Strength workouts completed by students per week 2.2% 0% 0% 93.3% 0% 2.2% 2.2% 0% 0% 0% 100%
Students must complete and turn in a weekly workout log where they indicate the number of minutes spent in cardiovascular activity, and they must upload heart rate data from their device to provide proof of completion. This way, they submit evidence of: a) completion of the required weekly cardiovascular workouts; and b) remaining in their target heart rate zone for the specific time requirement. Students must also complete four strength workouts a week, and analysis of weekly workout information and semi-structured interview results revealed that students are only required to record the time spent in activity and the type of activity performed for strength workouts. Samantha, a veteran teacher, and Adam indicated that there is no
validation measure set in place regarding the four required weekly strength workouts aside from students’ self-reporting of activity. McKenzie and van der Mars (2015) state, “self-reports assess only perceptions of [physical activity] engagement” (p. 14), and, “using self-reports with
children [is] problematic given that they are challenged with accurately understanding concepts and recalling the amount, duration, and type of activities” (p. 15). Welk, Corbin, and Dale (2000)
61 confirm that children are less likely to make accurate self-report assessments of physical activity, illustrating a weakness of this aspect of course design. Even though students are held
accountable by self-reporting strength workouts, these self-reports may be inaccurate, and thus is unknown.
Finally, semi-structured interview results with all teachers indicated that, although policies such as SafeAssign are also in place to avoid cheating in this course, some students started manually entering in their weekly cardiovascular workouts rather than uploading their heart rate data, as course policies indicate. Lexi and Sarah mentioned that, if teachers do not regularly check each student assignments when they are submitted, it is unknown whether students plagiarized and/or actually completed the assignment or physical activity requirement. This means they could receive credit even without showing evidence of completion of all/any criteria. Again, this is not known. While the majority of the recommendations for this guideline are met, accountability and integrity may be a future area of exploration for this course to help strengthen alignment.
Guideline 2: Teacher prerequisites (moderate alignment). Under Guideline 2, NASPE