Many urban school systems often struggle to find the balance between meeting academic quotas while maintaining a balanced school environment that includes recreational time. In efforts to improve test scores, some school systems have considered shortening, or eliminating physical education. However, what they fail to realize is the proper physical education can help students reach their full academic potential and exhibit positive behavior in the classroom (Strong et al., 2005). In a study, conducted by Hammerschmidt, Tackett, and Golzynski et al. (2005), surveying teachers at low-income schools in Michigan, results showed that 50% of high school teachers felt that a lack of funding was the major barrier to proper physical education programs in inner city schools. Results ...
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...ammerschmidt, P., Tackett, W., Golzynski, M., & Golzynski, D. (2011). Barriers to and
Facilitators of Healthful Eating and Physical Activity in Low-Income Schools. Journal of Nutrition Education and Behavior, 43(1), 63-68. Retrieved from EBSCOhost.
Kulinna, P.H., McCaughtry, N., Cothran, D., & Martin, J. (2006). "What do urban/inner-city physical education teachers teach? A contextual analysis of one elementary/primary school district." Physical Education & Sport Pedagogy (11.1) 45-68. Retrieved from EBSCOhost.
O'Sullivan, M, & Dyson, B. (1994). "Rules, Routines, and Expectations of 11 High School Physical Education Teachers." Journal of Teaching in Physical Education (13.4) 361- 374. Retrieved from EBSCOhost.
Strong, W.B., Malina, R.M., & Bumkie, C.J.R. Bumkie et al. Evidence-based physical activity for school-age youth, J Pediatr 146 (2005), pp. 732–737.
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