{"title":"Are Tertiary Institutions Losing Sight of Their Duty to <i>Cura Personalis</i>?","authors":"Alexandra Szarabajko, Bradley J Cardinal","doi":"10.1080/02701367.2022.2153785","DOIUrl":null,"url":null,"abstract":"<p><p><b>Purpose</b>: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. <b>Methods</b>: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. <b>Results</b>: The majority of U.S. tertiary institutions <i>did not</i> mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. <b>Conclusion</b>: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level.</p>","PeriodicalId":54491,"journal":{"name":"Research Quarterly for Exercise and Sport","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research Quarterly for Exercise and Sport","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/02701367.2022.2153785","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/1/23 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"HOSPITALITY, LEISURE, SPORT & TOURISM","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods: Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results: The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion: Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level.
目的：有人建议将体育教育要求（PER）作为增加本科生体育锻炼（PA）的潜在解决方案，特别是针对在体育锻炼方面面临最大障碍的非活跃人群。2010 年，在具有全国代表性的美国高等院校随机抽样中，只有 39% 的院校将 PER 作为其通识教育课程的一部分。但是，由于是十年前的数据，这些数据可能已经过时。本研究的目的是考察美国高等院校开设 PER 的现状，并探讨开设 PER 与哪些院校特征有关。研究方法在具有全国代表性的随机抽样的 331 所院校的教学目录中搜索 PER 信息。结果大多数美国高等院校（56.2%）没有规定必须开设体育课，31.7%的院校完全规定本科生必须修完体育课才能毕业，12%的院校部分规定本科生必须修完体育课才能毕业。与开设体育教育课程的机构最相关的特征包括：私立、招生规模小、有与该领域相关的学术学位课程、既有活动又有概念性内容、有结论：今后需要开展的工作包括：确定 PER 课程的重要元素；确定 PER 课程在某些院校和其他院校中得以持续的原因；以及制定有关优质 PER 课程最佳实践的实用指南。需要在运动学学科内采取更直接的行动，强调 PER 在高等教育中的重要性和必要性。
期刊介绍：
Research Quarterly for Exercise and Sport publishes research in the art and science of human movement that contributes significantly to the knowledge base of the field as new information, reviews, substantiation or contradiction of previous findings, development of theory, or as application of new or improved techniques. The goals of RQES are to provide a scholarly outlet for knowledge that: (a) contributes to the study of human movement, particularly its cross-disciplinary and interdisciplinary nature; (b) impacts theory and practice regarding human movement; (c) stimulates research about human movement; and (d) provides theoretical reviews and tutorials related to the study of human movement. The editorial board, associate editors, and external reviewers assist the editor-in-chief. Qualified reviewers in the appropriate subdisciplines review manuscripts deemed suitable. Authors are usually advised of the decision on their papers within 75–90 days.
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