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AHE

588: Human Subjects Review


HSRC Exemption Form Responses: K-12 Physical Educators' Uses and
Perceptions of New Statewide Washington State Learning Standards and
Grade Level Outcomes: A Hypothetical Research Proposal

By K. Fuhrmeister; Spring 2017



HSRC Exemption Form Responses: K-12 Physical Educators' Uses and
Perceptions of New Statewide Washington State Learning Standards and Grade
Level Outcomes

7. What is your research question, or the specific hypothesis?

In the spring of 2016, the Washington Branch of the Society of Health and Physical
Educators (SHAPE Washington) partnered with the Office of Superintendent of Public Instruction
(OSPI) in order to implement a comprehensive list of new physical education grade level
outcomes and teaching standards. Both of which are a requirement for physical educators
across the state to follow when teaching and planning their curriculum. According to D. Persse,
former SHAPE Washington president and co-developer of the new learning outcomes, physical
education standards and grade level outcomes have existed in Washington State since 2001
(personal communication, May 1, 2017). However, the latest revision has made them much
more comprehensive than they ever were before.

Before rolling out these changes, there was a short commentary period for the initial
draft where feedback from the general physical educator population was solicited, however,
since their implementation, little has been done to gauge Washington State physical educators
opinions or uses of the new mandated teaching expectations.

Now that it has been a year since the revised standards were adopted, my study seeks to
determine:

1. What opinions and pressures do Washington state physical educators experience


regarding the act of aligning their curricula to meet expectations outlined in SHAPE
Washingtons newly updated state-wide Physical Education Standards and Grade Level
Outcomes?
2. Across the state of Washington, how are teachers utilizing these updated standards and
grade level outcomes?


8. What are the potential benefits of the proposed research to the field?

Opinions on the usefulness or ease of implementation of the new standards and grade level
outcomes may have changed now that they have been in place for a full year. By collecting
feedback from physical educators across the state, insight could be gathered to inform future
revisions. Furthermore, results from this study may shed light on wants and needs for future
professional development for Washington State physical educators.


9. What are the potential benefits, if any, of the proposed research to the subjects?

The process of gathering this research will give participants a means to share their voice
regarding the statewide changes to the teaching standards and learning outcomes which
directly impact their curriculum and daily activities. The selected research methodology also
includes the added benefit of serving as a space in which a group of interested individuals can
come together to determine next steps for desired change, if change is desired at all.
10. Answer a), then answer either b) or c) as appropriate.

a) Describe the population your research is designed to study, including the number of
subjects.

b) Describe how you will recruit subjects from your population of interest. You should
include specific details about your sampling strategy (e.g. selection of cases from
telephone or web lists, classes, or clinics). If appropriate, explain how you will contact key
individuals who will facilitate access to the sample subjects (e.g. group leaders). Any
materials to be used for recruitment (e.g. advertisements, web pages, contact letters or
emails) should be included, in addition to a description of any use of compensation

This study will target Washington state physical educators who currently teach P.E. at
least halftime (a 0.5 FTE or more) in a K-12 school. The anticipated number of subjects would be
approximately 24-30 physical educators from different school districts across the state. The
research would include participants that teach P.E. to varied grade levels (elementary, middle,
or high school). Other demographic information will be collected including: age, gender, and
years of teaching experience

However, it should be noted that the latter demographic information will not be a factor in
determining research candidate eligibility.

Study participants will be recruited using an exponential non-discriminative snowball


technique, which seeks to locate qualified volunteers by means of the session descriptions
handout at the 2017 Annual SHAPE Washington Conference. This conference will be held at
Emerald Ridge High School in Puyallup, WA on October 13-14, 2017. Sign-ups for this particular
session will take place at the conference on October 13th, with the actual meeting taking place
the following day in a private conference room.

The following session description will be sent over email to Gayle See, the Executive
Director of SHAPE Washington in order to include the research advertisement in the conference
session description packet:

Sunday 9:30-11:00

Presenter: Kara Fuhrmeister

Title: Focus Groups: Share Your Thoughts on the New Washington PE Standards and
Learning Outcomes.

Room: TBD
Description:
Win PE equipment prizes and a chance at a $500 gift card to Gopher Sport to outfit
your gym equipment closet!
Are you a P.E. teacher in Washington State working at least a .5 FTE or greater? Then
we would love to hear from you! This study is sponsored by SHAPE Washington and
seeks to collect input from Washington State physical educators on their opinions and
uses of the new P.E. standards and grade level outcomes. Together, we can work to
promote quality physical education programs!
This study will utilize focus groups in which participants can engage in conversation and
reflect on their first year of teaching with the new state teaching standards and grade
level outcomes. Every perspective is valuable; let yours be heard!
Participation in this study is optional and any views that are expressed will remain
completely confidential. To thank you for your time, all participants will take home a door
prize. One lucky winner will even win a $500 gift card to Gopher Sport, which can be
spent on new equipment for their physical education program. Note: Prior enrollment
for participation is required A sign-up sheet is located at the front desk. To save
your space, please sign-up before 5pm on October 13, 2017.
Questions? Contact Kara Fuhrmeister by email at Karafuhrmeister@gmail.com or by
phone at 360-305-6666.

Note: The raffle prizes will consist of donated equipment from physical education
equipment companies (basketballs, yoga mats, hula hoops, a cage ball, etc.). One grand
prizewinner will receive a $500 gift certificate to be used towards P.E. equipment purchases at
Gopher Sport; a leading provider of physical education equipment.
11. Briefly describe the research methodology. Attach copies of all test
instruments/questionnaires that will be used. Note: All attachments must be in final form;
drafts are unacceptable.

The methodology for this study will include both structured and unstructured focus
group activities. The intention is to blend the structured and unstructured focus group time with
a participatory action research methodology, which will enable the collective findings to inform
potential next action steps for Washington State physical educators.

Focus Groups:

Participants will be divided into three groups of roughly 8-10 participants each to
engage in structured focus group dialogue for the first 45 minutes. Ideally these groups will be
divided based on age group taught (Group 1: elementary school teachers, Group 2: middle
school teachers, and Group 3: high school teachers) since the grade level outcomes do vary from
age group to age group. If this grouping design is not possible based on the interest shown from
the snowball sampling technique, a heterogeneous grade level grouping will still be viable as the
physical education standards themselves are still uniform for all levels, K-12.

Prior to starting the focus groups, participants will complete a short demographics
survey. Please see Appendix A for a copy of this document.

The dialogue from these focus groups will be recorded, transcribed, and later coded for
analysis of common themes. The focus group protocol is listed below:

Focus Group Interview Protocol:

Ice Breaker Question:

If you had a limitless budget, where would you vacation?

Structured Focus Group Questions:

How do you use state standards and grade level outcomes when planning
your instruction?
Have the new updates to the grade level outcomes impacted how you
plan your instruction? Why or why not?
What if any, external pressures do you perceive you have to teach to the
Washington State P.E. standards?
Take a minute to view the packet of P.E. standards and grade level
outcomes. Which standard(s) are you currently meeting the most in your
instruction?
Take another minute to view the packet of P.E. standards and grade level
outcomes. Which standard(s) are you currently meeting the least in your
instruction?
Have the updated standards or grade level outcomes impacted your P.E.
class assessments? If so, how?
Would you like to see any changes made to the Washington State P.E.
Standards and Grade Level Outcomes?

Unstructured Discussion Time Provided:

~ 30 Minutes.

Final Question:

Is there anything else you would like to say about the new modifications
made to Washington State P.E. standards or learning outcomes?


12. Give specific examples (with literature citations) for the use of your test
instruments/questionnaires, or similar ones, in previous similar studies in your field.

To date, little research has been done specifically on physical education teachers
perceptions and uses of teaching standards. In 2015, Baghurt, Langley, and Bishop did an
exhaustive search on the topic and were unable to locate any prior studies to model their
research after. As a workaround, Baghurt et al. wound up creating their own survey instrument
that went through a peer review and pilot testing process before it was implemented.

Due to the lack of preliminary formal investigation in this realm, I applied the peer
review and pilot testing process that was conducted by Baghurt et al. in conjunction with a focus
group protocol document shared by Duke University (Eliot and Associates, 2005) to develop the
focus group protocol for my study. To create the questions, broader research was done to locate
similar studies that have utilized focus groups to collect data on general teacher perceptions of
standards and assessments (i.e. teacher perceptions on common core standards) (Reed, 2015;
Wilcox, Jeffery, & Gardner-Bixler, 2015). Several of my finalized focus group questions were
closely modeled after protocols that had been successfully used in these studies. For example
the question: How do you use state standards and grade level outcomes when planning your
instruction? was modeled after a question from Reeds (2015) focus group study that asked
teachers: How do you use state assessment data to plan your instruction?

After a first draft of the protocol was created, a small group of physical educators in the
Mount Vernon and Bellingham School Districts viewed the document and made several
suggestions for changes (generally to increase clarity of questions). After which, a trial run of the
protocol was exercised by a pilot group that consisted of three other physical educators. No
changes were made after this point.

While the absence of former studies to compare my interview protocol to is certainly


not ideal, I would argue that the fact that little has been done to investigate physical educator
perceptions and uses of standards only highlights the value of this proposed investigation.


13. Describe how your study design is appropriate to examine your question or specific
hypothesis. Include a description of controls used, if any.

The focus group methodology was selected over other options because I wanted to
include the aspect of peer-to-peer interaction to create a communal effort in order to gather
the feedback for this study. In addition, focus groups have the added advantage of stimulating
richer, co-constructed insights than perhaps would have been attainable with a survey or
interview methodology (Kitzinger, 1995).

Having just conducted an extensive review of available literature on focus group design
and vetted the protocol via a peer review and pilot testing process, I feel confident that my
focus group protocol seeks to ask unbiased queries that directly align with my research
questions. Furthermore, my research methodology is similar to many other studies that have
successfully utilized focus groups to study teacher perceptions.


14. Give specific examples (with literature citations) for the use of your study design, or
similar ones, in previous similar studies in your field.

As was discussed, outside of the Baghurt et al. (2015) survey study, prior research on
physical educator perceptions on teaching standards has been essentially non-existent. This
being said, there are a multitude of studies that have utilized focus groups to collect data from
physical educators in the last 1-2 years (Lander, Morgan, Salmon, & Barnett, 2016; Toloi, et al.
2016; Rainer & Cropley, 2015; Wrench & Garrett, 2015 to name a few). Furthermore, focus
groups have been a common practice used to study teacher perceptions in general for quite
some time. For example, Bradley and West (1994) successfully used focus groups to study
teacher attitudes on the efficacy of staff trainings. Gilflores and Alonso even conducted a study
that showcased the efficacy of focus groups as a means for exploring teachers perspectives on
educational change (1995).

In regards to teacher opinions of standards specifically, Wilcox, Jeffery, and Gardner-


Bixler (2015) recently and effectively utilized focus groups to examine classroom teacher
perceptions of state standards and assessments something that my study aims to do as well.


15. Describe how you will address privacy and/or confidentiality.

Prior to the start of the session, all participants must first sign a non-disclosure
statement affirming that they understand their individual rights and that anything shared in the
session must remain confidential (see informed consent document below; question #18). The
recorded focus group dialogue and resulting transcripts will be stored on a password-protected
computer. During the focus groups, individuals will wear a nametag with a self-selected
pseudonym to be utilized in the dialogue and as a code name for the resulting transcripts. This
practice will allow for the collection and analysis of data without names being attached.

If participants wish to stay in contact about future steps or actions, they may leave their
name and contact information on individual sign-up sheets at the end of the session. These
contact names will be placed in a confidential computer document and all paper copies will be
destroyed.


16. If your research involves the use of schools (pre-kindergarten to university level) or other
organizations (e.g., community clubs, companies), please attach a clearance letter from an
administrator from your research site indicating that you have been given permission to
conduct this research. For pre-kindergarten to grade 12 level schools, an administrator (e.g.
principal or higher) should issue the permission. For post-secondary level schools permission
may be granted by the class instructor. For Western Washington University, this requirement
of a clearance letter is waived if you are recruiting subjects from a scheduled class. If you are
recruiting subjects from a campus group (not a class) at Western Washington University, you
are required to obtain a clearance letter from a leader or coordinator of the group.

If this participatory action research project were to actually take place, a clearance
letter would be procured from Kevin Hampton, Principal of Emerald Ridge High School where
the conference is being held. In addition, a second clearance letter would be acquired from
Gayle See, Executive Director of SHAPE Washington, which would express the organizations
sponsorship of the proposed studys research activities and goals.
18. Attach a copy of your informed consent form. (A checklist is attached for you to use as a
guide.)

Notice on Non-Disclosure and Informed Consent:

You have opted to participate in a research project sponsored by SHAPE


Washington. The purpose of this research project is to try to understand how
Washington State K-12 Physical Education (P.E.) teachers perceive and utilize the
new state-mandated physical education standards and grade level outcomes.

Participating in this study will involve sharing your point of view on the new P.E.
standards and grade level outcomes through participation in focus group
discussions. The information learned through these activities will be used to collect
data on teacher perceptions and uses of the P.E. standards and to potentially inform
future changes so as to better serve your needs and the needs of your students.

Although the focus groups will be audio recorded, your responses will remain
anonymous and your name will never be mentioned in the report. Involvement in this
study should not pose you any risk and you may choose withdraw your participation
at any time without consequence.

A note on focus groups: There are no right or wrong answers to the focus group
questions. We want to hear many different viewpoints and would like to hear from
everyone. We hope you can be honest even when your responses may not be in
agreement with the rest of the group. In respect for each other, we ask that only one
individual speak at a time during the focus group dialogue and that responses made
by all participants be kept confidential.

You will receive a copy of this consent form to keep for your records. If at anytime
you have questions or concerns about this research process please speak to us
directly or contact us by phone or email at: (360) 305-6666;
karafuhrmeister@gmail.com.

By signing below you authorize that you understand this information and agree to
participate fully under the conditions outlined above:

Signed:____________________________________________
Date:___________________

Partially Modeled off of an example provided by Eliot & Associates (2005).


19. Attach a copy of your curriculum vitae.

Please see Appendix B.


20. Attach a copy of the Certificate of Completion for Human Subjects Training from the online
human subjects training module, for each person involved in the research who will have any
contact with the subjects or their data. See Training at
http://www.wwu.edu/depts/rsp/human.html. Human subject certification is valid for five
years. After five years, researchers must complete the certification again.

Please see Appendix C.


References:

Baghurst, T., Langley, J., & Bishop, J. C. (2015). Physical educators perceptions of their

use of NASPE standards. The Physical Educator. doi:10.18666/tpe-2015-v72-i5-6194

Bradley, D. F., & West, J. F. (1994). Staff training for the inclusion of students with

disabilities: Visions from school-based educators. Teacher Education and Special Education: The

Journal of the Teacher Education Division of the Council for Exceptional Children,17(2), 117-128.

doi:10.1177/088840649401700206

Eliot & Associates. (2005). Guidelines for conducting a focus group. Retrieved May 12,

2017, from https://assessment.trinity.duke.edu/documents/How_to_Conduct_a_ Focus_

Group.pdf

Gilflores, J., & Alonso, C. G. (1995). Using focus groups in educational research: Exploring

teachers perspectives on educational change. Evaluation Review,19(1), 84-101.

doi:10.1177/0193841x9501900104

Kitzinger, J. (1995). Qualitative research: Introducing focus groups. British Medical

Journal, 311, 299302. PMCID: PMC2550365

Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2016). Teachers perceptions of a

fundamental movement skill (fms) assessment battery in a school setting. Measurement in

Physical Education and Exercise Science,20(1), 50-62. doi:10.1080/1091367x.2015.1095758

Rainer, P., & Cropley, B. (2015). Bridging the gap but mind you dont fall. Primary

physical education teachers perceptions of the transition process to secondary

school. Education 3-13,43(5), 445-461. doi:10.1080/03004279.2013.819026


Reed, D. K. (2015). Middle level teachers perceptions of interim reading assessments:

An exploratory study of data-based decision making. RMLE Online,38(6), 1-13.

doi:10.1080/19404476.2015.11462119

Toloi, G. G., Manzini, E. J., Spoldaro, D. M., & Zacarias, L. V. (2016). Inclusive classes in

physical education: Teachers difficulties. Journal of International Special Needs Education,

19(1). 25-33.

Wilcox, K. C., Jeffery, J. V., & Gardner-Bixler, A. (2015). Writing to the common core:

Teachers responses to changes in standards and assessments for writing in elementary

schools. Reading and Writing,29(5), 903-928. doi:10.1007/s11145-015-9588-6

Wrench, A., & Garrett, R. (2015). Emotional connections and caring: ethical teachers of

physical education. Sport, Education and Society,20(2), 212-227.

doi:10.1080/13573322.2012.747434


Appendix A: Demographic Survey

K-12 PE Standards Focus Group and Participatory


Action Research Participant Demographic
Information Survey:
Thank you for taking the time to complete this short and confidential survey.
Results from this survey will help us with our data analysis after the closing of this
session. Completion of this survey is not mandatory; participants may opt out of
responding to any or all of the following questions:

Please circle the answer that best describes you.

You are in focus group number: What is your full-time equivalent (FTE)?

1 2 3 _______________________

How long have you taught PE? What grade level do you teach?
Less than 5 years Elementary School
5-10 years Middle School
10-15 years High School
Greater than 15 years Other; Please specify:
_______________________

Your Age: To which gender do you identify most?
20-30 Male
30-40 Female
40-50 Transgender Female
50-60 Transgender Male
Over 60 Gender Variant/Non-conforming
Not listed: _________________
Prefer not to answer

Appendix B: K. Fuhrmeister Resume

Resume removed for display on Internet.


Appendix C: Certificate of Completion for Human Subjects Training

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