O'sullivan pope 1999 presentation

1. O'Sullivan, M.; Tannehill, D.; Knop,
N.; Pope, C.; Henninger, M. (1999). A
school-university collaborative
journey toward relevance and
meaning in an urban high school
physical education program. Quest,
51, 225-243.
Tyler Goad

2. Purpose of paper
• Purpose: Present findings of a 4 year study
that examined the relevance and meaning of
PE to students and faculty (Narrative)
• Focus: collaboration/ professional
development supported by PETE institution
– provide assistance/support for extended periods
of time
– ensure ownership of new PE program.
• Study addresses challenges encountered
during this collaborative partnership

3. Background and significance of study
• School endanger of closing down
– Venture Capital Grant (5 year)
– Increase student academic achievement
– Increase student enrollment via the school choice
program
• Institution curriculum emphasis: ACE
– Emphasis place on problem solving, critical thinking,
and teamwork
– Offer a unique curricular focus to make the school
attractive to students from the feeder middle schools.

4. Setting of the Study
• Shady Wood High School
• “Real world practical setting”
• Wide gap in SES between inner city and
suburban youth
• Friction among students based on
race/gender
• Students from 24 different zip codes

5. Development Stage
• University personnel from all departments
• Initial meetings were awkward
– Unfamiliar with University personnel
– Faculty not a cohesive team
– Limited experience in curricular issues
– Faculty looked for university personnel for direction
– Commitment level was sketchy
– “Meetings to secure funds for our initiative kept us
together.”

6. Characters in the Study
• Barry physical education teacher
– From middle class suburban
– 17 years and at 2nd urban school
– Sport education was new for him
– “My coaching and teaching is always controlled,
and this is so different.”

7. Characters in the Study
• Marry
– 5 years urban teaching experience
– excited to implement changes.
• Nancy doctoral student
– taught personal fitness to SWHS students
– “in your face motivator”
– Experienced “earthquakes” in implementing
curriculum (students not receptive)
– Implemented journals, focus groups, worksheets,
discussions, and an observation system as a “warning
sensor” to head them off.

8. Year 1
• 2 teacher education faculty, 2 exercise
physiologists, and 2 graduate students
• Trust developed during this time
• University personnel helped develop curriculum
– Personal fitness class 10-12 grades (exercise phys.)
– Sport education 9th grade
• SWHS faculty skeptical of curriculum ideas at this
time
– Felt it might go over the head of the students

9. Year 2
• Credibility established through time, effort,
and funding meetings (none funded).
• Support from administration
• 2 day off campus retreat to plan PE/Health
programs for following year

10. Year 3
• New teacher hired for ACE
• New class offerings: elective personal fitness,
sport psychology, sport marketing, and sport
nutrition
• Sport education model established and
refined (Barry)
– Paradigm shift in teacher’s attitude.
– Now enthusiast and proactive in his approach

11. General Findings
• Common barriers found throughout the process
where:
– time constraints
– initial buy in
– Stereotypes
– maintaining momentum
• Two common themes arose; “a desire for change
and a need to care.”
– Two items helped in making the long term solution
worth all the small steps

12. New Insight
• Vice principle, “There are lots of folk in the ivory
tower who have no clue about kids needs and
what teachers need to help kids. I don’t see your
group as being that.”
• Barry stated, “I mean, basically phys-ed is
drills…We do a few drills, and we do some game.”
• Mary believed sport education worked very well
– Gave students a choice to participate
– feel important/take ownership of learning
– more opportunities to succeed in PE

13. Personal Meaning
• Mentioned that the captain role can make or
break a class in sport education…..have to look
at this more closely next semester