Running head: ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
Ability Grouping of Physical Education Classes in Secondary Schools
For
Dr. Curtis Smeby
By Michelle Preston
Masters of Science in Education, Instruction, & Learning Action Research Project
Action Research Project in Partial Completion of the Masters of Science in Education,
Instruction and Learning Degree
MSU Northern
1
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
2 Abstract
This action research study investigated if the implementation of ability grouped Physical
Education (PE) classes in a AA Montana high school has improved the motivation and
participation of students in their courses, and evaluated the teacher point of view on the matter.
Nine teachers were asked to participate in a discussion focus group and 161 students in 9th and
10th grade PE classes were surveyed using a combination of a Likert scale and open-ended free
response to determine what motivates or discourages participation in PE classes as well as if
motivation and attitude have been improved with ability grouping. Results show that overall the
data seems to support ability grouped PE classes from the perspectives of both student and
teacher. This study recommended continued implementation of ability grouped PE with
attention paid to continuous curricular developments and use of the students insights for planning
and course placement.
Keywords: Physical Education, Ability Grouping
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
3 Table of Contents
Chapter 1: Introduction
Preliminary Statement……………………………………………………………………5
Background of the Study ………………………………………………………………..5
Purpose of the Study …………………………………………………………………….7
Significance of the Study ………………………………………………………………..7
Research Questions………………………………………………………………………7
Limitations of the Study …………………………………………………………………7
Definition of Terms ……………………………………………………………………...8
Summary …………………………………………………………………………………8
Chapter 2: Review of the Literature
Introduction ……………………………………………………………………………….9
Educating the Whole Child………………………………………………………..9
Differentiating Instruction in PE…………………………………………………10
Benefits of Ability Grouping in PE………………...……………………………11
Ability Grouping at GFHS……………………………………………………….13
Summary………..………………………………………………………………..14
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
4 Chapter 3: Methodology
Research Design …………………………………………………………………………15
Instrumentation ………………………………………………………………………….15
Participants ……………………………………………………………………………....16
Selection …………………………………………………………………………………16
Timeline …………………………………………………………………………………16
Summary ………………………………………………………………………………...16
Chapter 4: Results …………………………………………………………………………….17
Chapter 5: Conclusion ………………………………………………………………………...24
Recommendations ……………………………………………………………………….25
Action ……………………………………………………………………………………25
Summary ………………………………………………………………………………...26
References…………………………………………………………………………………….…27
Appendix A Teacher Participant Forms ……………………………………………………...30
Appendix B Student Participant Forms…………………….……………………………...…33
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
5 Ability Grouping of Physical Education Classes in Secondary Schools
Preliminary Statement
Grouping students by ability levels, whether within a class or separate classes, has been a
practice in education for years. Reading, Mathematics, and Gifted Education classes are typical
examples of ability grouped classes and where the majority of research on grouping has been
conducted. Kulik & Kulik (1982) found small increases in performance scores of grouped
students as well as better attitudes towards classes than their classmates. In relation to ability
grouping of Physical Education, less formal evaluation has been done.
With an increase in childhood obesity and inactivity, a need for personal wellness
training has become evident in order to create lifelong movers of our children. Is there a more
effective way to address this concern than a traditionally structured PE class? One response to
this has been in the form of physical education making an attempt to restructure the traditional
PE class into a more individualized, less intimidating environment for kids. While still very
small, a trend towards ability grouping in PE has begun. Schools in Wyoming, Illinois, and
California have implemented grouping by ability and Montana schools have begun to follow suit.
Background of the Study
According to Montana Office of Public Instruction (OPI, 1999), Physical Education is
mandated in elementary grade levels, although, not daily. Middle and high schools are required
to provide a minimum of 3.75 hours of Physical Education per week. In the state of Montana,
Physical Education is a requirement of graduation with no less than 1.0 credit earned in Health
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
6 Enhancement or 0.5 credits a year. To receive the credit schools have a number of options
combining Physical Education and Health classes available to students. Individual school
districts are able to choose the format or create their own curriculum to meet the state standards
and requirements.
In Great Falls, Montana (MT), the Great Falls Public School District (GFPS) has 2
secondary schools, two middle schools, and 15 elementary schools. At Great Falls High School
(GFHS), the school where the study has been conducted, Physical Education and Health classes
are co-ed and meet using an every other day schedule. This means that a student will attend
alternating PE and Health classes dependent on the ODD/EVEN calendar dates. There are
1,360 students at GFHS, 756 in the Freshman and Sophomore classes, which are the required
years for participation in Health and PE.
As a current GFHS Health Enhancement teacher, there always seems to be one frequently
asked question. How can we as educators increase student interest and participation in physical
activity classes? With so many other options available for our youth, at times it seems difficult
to convince them that there is value in working hard and being more active. At Great Falls High
School the Health Enhancement department has addressed this question by implementing
Physical Education classes where the students are grouped by perceived ability into two levels of
classes, Cross Training and Traditional Physical Education. This study has begun to research the
effectiveness of this newly implemented idea and whether it has been an effective strategy to
increase motivation, participation, and performance in Physical Education classes.
Purpose of the Study
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
7 The purpose of the study was to investigate the impact of ability grouped PE classes in
high school PE curriculum in a rural state.
Significance of the Study
The significance of this study is determining if the implementation of ability grouped PE
classes will increase student motivation, participation, and performance as well as impact the
attitude of students and teachers towards PE. The results could affect the continued use of ability
grouped classes and create possible curricular developments to assist in individualizing PE
instruction in the future.
Research Questions

Has participation in Physical Education classes improved with the implementation
of ability grouped classes?

Have student motivation and attitude towards Physical Education improved with
the implementation of ability grouped classes?
Limitations of the Study
Limitations to the study may include misidentification and incorrect placement of
students into different levels of PE. Transfer students, for example, are not well known by
instructors and rarely enter school with PE performance scores.
Another possible limitation may include the introduction of a new attendance policy and
the use of credit recovery classes. These interventions may have an impact on the number of PE
failures recorded.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
8 Lastly, the validity of self-report measuring instruments is important. The attitude and
interest measuring instruments should be taken seriously and require students and teachers to
respond honestly.
Definition of Terms

Ability Grouping: The practice of placing students with others of comparable
skills or needs, as in classes or in groups within a class.

Cross Training (CT): Cross Training will consist of flexibility work, running,
plyometrics, agility, and weight training.

Differentiated Instruction: Differentiating instruction will focus on the
diversity of learners and creating common outcomes for all (Ellis, Lieberan,
LeRoux, 2009).

Traditional Physical Education (TPE): Traditional PE will be a combination of
competitive team sports, with an emphasis on skill work, and personal wellness.
Summary
In summary, the number of schools in the beginning stages of ability grouping PE classes
is growing. GFHS is one of the first schools in the state to use ability grouping in their Health
Enhancement programs and administration has been highly supportive of the process. This study
has been an attempt to verify the effectiveness of ability grouping while simultaneously looking
for ways to improve curriculum and enhance student attitudes towards PE.
Chapter 2: Review of Literature
Introduction
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
9 Available literature is vast in relation to ability grouping students. Far less has been
effectively focused on how ability grouping translates to PE programs. Can the results of this
research then be generalized and applied to PE? Ability grouping is a relatively new concept for
physical educators yet, across the country this trend may be spreading. In order to determine the
effectiveness, this study will investigate ability grouping in high school Physical Education
classes according to students and teachers.
Educating the Whole Child
“Research confirms that students perform better in school when they are emotionally and
physically healthy (NASPE, 2011).” In this “whole child” approach to education, all areas of
health are relevant. Students without proper nutrition, adequate rest, or poor home lives are
susceptible to limited readiness to learn in classroom settings. Therefore, schools must address
the physical, mental and emotional, and social health of each child in order to create a well
rounded individual with 21st century skills. Tinning & Fitzclarance (1992) indicate that “…a
growing percentage of students find physical education less relevant and enjoyable (as cited in
Carlson, 1995).” Therefore, physical educators, along with all other content area teachers, are
required to make the learning taking place in their classes relevant to real world learning.
In the 1990s, in order to meet these needs, both national and state physical education
standards were created to aid physical educators in their pursuit of making all children lifelong
movers. According to a National Association for Sport and Physical Education (NASPE)
position statement, “…95.2 percent of high schools require physical education, yet the vast
majority of students do not receive the nationally recommended amount…(NASPE, 2011)”. In
Montana, the Office of Public Instruction (OPI) is responsible for drafting and publishing the
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
10 state standards, which are closely aligned with national standards. Montana requires a minimum
of 3.75 hours of mandated PE per week. According to the OPI Montana Health Enhancement K12 Content and Performance Standards, “Health is essential to a quality life and leads directly to
improved learning (OPI, 1999).” The ensuing content standards are intended to address seven
major areas necessary to wellness. Healthy lifestyle is critical in school performance in all
content areas and in many cases can be linked to better performance scores.
Differentiating Instruction in Physical Education
The goal of differentiating instruction in PE should be to create an environment where all
shapes, sizes, and ability levels are able to be safe and successful in gaining knowledge or skill to
use for a lifetime. Ability grouped classes should attempt to allow all students to be
appropriately challenged along with the ability to be successful no matter what the ability level
of the assigned group (Carelton & Henrich, 2000). According to Goodwin (1997), grouping can
serve to individualize instruction but may have a negative effect on social concerns of students
by not reflecting the mixed society we live in (as cited in Haynes, Fletcher, & Miller, 2008).
Adapted PE is available in most large schools to accommodate learners with disabilities.
However, there is still a large need to adjust the environment through modified content or
activities to reach all of the students (Ellis, Lieberman, & LeRoux, 2009).
Differentiating does require some additional work on the part of instructors in the preplanning stage. Teachers have reported that the ease of planning for ability grouped classes is a
potential benefit of grouping. Ellis, Lieberan, and LeRoux (2009) suggest that while trying to
group students for better individualized instruction, you must accurately know and access the
learners. In the same article, suggestions of grouping strategies are made including grouping by
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
11 knowledge, skill and ability, or even interest in the content. Ability grouping allows for
refinement opportunities for more advanced students or skill building for those who may need
more time. Educators who have observed students can begin to access students for grouping.
Occasionally, students are able to have input in the process by completing surveys to
demonstrate their perceived ability. “By differentiating instruction, students are set up for
success and are taught to their strengths” (Ellis, Lierberman, & LeRoux, 2009).
Benefits of Ability Grouping
Many arguments, both pro and con, in terms of ability grouping and potential outcomes,
exist. In Grouping Students by Ability in Physical Education: The Good, the Bad, and the
Options, Fletcher (2008) argues both views of grouping. While there are many resources
linking ability grouping with success in education, thus far, little applies to PE. Fletcher (2008)
suggests taking into account not only ability level but social aspects when deciding on grouping
students as there are positives and negatives involved.
PE is a participation class and therefore, requires movement of students. On one hand,
you have the aspect of safety for students. In the Journal of Physical Education, Recreation, &
Dance (JOPERD), author Carolyn Lehr (1993) discusses the practice of “matching” students, or
grouping them by age, height and weight, or skill abilities, in order to prevent mismatches and
injuries from uneven matchups. Often times you have the potential for body contact with an
array of various types of students. By grouping students with like ability and motivation level
into separate classes, teachers may be able to eliminate many of these collisions and with it some
potential for injury.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
12 Gender equity is to be considered when matching or grouping as well. For girls, fun and
interest in the activity are the most motivating to keep them participating in class. During the
middle and high school years, girls often lose interest or begin to participate less for numerous
reasons. Beveridge and Scruggs determined that “…many girls had little interest in physical
activity because of the prevalence of gender-biased activities in physical education classes” (as
cited in Johnson, 2003). Eliminating mismatches or public displays of skills may allow students
to feel less pressure and have more fun in being active.
Stress level and anxiety towards PE are very real concerns. Often students are publically
performing skills and others watching the process. Blankenship (2007) suggests a number of
ways to reduce stress in PE classes including creating developmentally appropriate tasks,
modifying equipment or game rules, and allowing for all students to be active, eliminating some
of the public display of skills. According to Goodwin (1997), grouping students may “…create
an environment that is less intimidating for students with lower skill levels, which may be
conducive to greater participation engagement in the class (as cited in Fletcher, 2008).”
Frequently, especially in low skilled students, they have had poor experiences in PE which then
shape their dislike for the class. “Because of negative past influences, low-skilled students need
to experience an enjoyable, challenging class that promotes their individual commitment to an
active lifestyle (Carleton & Henrich, 2000).” Ability grouping classes would then allow these
students to receive more attention and have class taught to their level of readiness.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
13 Ability Grouping at GFHS
At GFHS, grouping has only recently been introduced during the fall semester of 2013.
The considerations taken in grouping students into ability level classes includes teacher
observations of student participation in classes and past performance and skill testing scores.
Thus far no survey or questionnaire has been administered to allow students to self-evaluate their
own abilities towards placement in classes. After assessment by teachers, students are placed
into either a Cross Training (CT) class or a more Traditional PE (TPE) class.
CT PE classes consist of work on flexibility, running, plyometric conditioning, and
agility drills, with most emphasis on individual and group weight training programs. In addition,
the class may also address the nutritional needs of athletes. This class is assigned to the high
level movers who will be working on refining skills and most likely be more competitive in
game related activities.
TPE will apply a variety of movement techniques to achieve and maintain a challenging
level of health related fitness. It is a combination of competitive team sports and personal
wellness. One of the main differences between this class and the CT class is the emphasis on
skill work before engagement in a game. This class is assigned to the moderate level movers
who will need more guidance in terms of game play and may have a lower level of interest or
motivation in relation to PE.
A third level of ability grouping was discussed but has not been implemented as a class
option yet. This class would potentially be a Personal Wellness (PW) class and focus on the real
non-movers who may have weight control issues or need a more intensive intervention to be
successful in PE. This is not adapted PE, which serves the needs of individuals with disabilities.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
14 Adapted PE is not on the list of ability grouped classes as they have their own instructors who
are trained in working with these students.
With that fact said, there is some room for adjusting placement in classes should a
misidentification be made. Every other day scheduling and multiple classes being conducted
during the same period of the day allow for movement among classes.
Summary
The research appears to show the potential benefits of ability grouping in PE classes
likely outweighs the drawbacks. When implemented correctly, ability grouped classes may serve
to reduce stress or anxiety, create more room for differentiating instruction, and aid in educating
the whole child. Ability grouping may also increase student motivation and skill to create more
relevance in the real world and in turn, make them healthier, more productive adults.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
15 Chapter 3: Methodology
Research Design
The design of this study was focused on the qualitative approach to gathering research.
The design investigated the impact of ability grouped 9th and 10th grade PE classes on motivation
and participation in high school PE classes in Montana, focusing on Great Falls High School in
Great Falls, MT. The program was recently implemented during the 2013-2014 school year and
is currently in its second year. To analyze the information several methods were used. Semistructured teacher focus groups were administered to discuss attitudes about whether this has
been a successful change to increase motivation and participation in PE classes and allow for any
unique experiences to be shared. Follow up interviews were also used for clarification as
necessary. Students were surveyed as well to discuss if the participant’s attitudes and
motivations for PE class have in fact improved since the new approach was implemented.
Instrumentation
Surveys were given to approximately 600 students participating in both CT and TPE
ability grouped classes and semi-structured teacher focus groups for teachers within the
department were held following the first semester of classes. The student surveys attempted to
measure whether their motivations for and participation in PE have changed with the
implementation of ability grouped classes. Surveys included Likert scale responses as well as
the chance to comment freely to open ended questions. There was an opportunity to make
suggestions for improvement to the selection to certain levels of the class in the future. For the
student surveys, they were coded using student ID numbers instead of names to create a
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
16 confidential nature. The student survey and semi-structured focus group protocol are located in
the appendix of this proposal.
Participants
Participants in the survey will be approximately 160 students in both 9th and 10th grade
CT and Traditional PE classes at Great Falls High School. Other participants included were the
teachers within the program who provided input through focus groups and discussion.
Selection
All returned surveys were included for a total combined student participation including
161 CT and TPE students. Participation was voluntary in the form of opt in surveys with
parental consent. All Health and PE teachers within the department were asked to participate in
the focus group and discussion and also gave consent to use their responses.
Time Line
The timeline for this research study was one full school semester. At the end of that time,
surveys were conducted with students and teachers of ability grouped PE classes to determine the
influence of the grouping on student motivation and participation.
Summary
The results of this study will discuss the effectiveness of the implementation of ability
grouped Physical Education classes in high school program by showing through experiences
whether student motivation and participation have been impacted as well as the attitudes of
teachers in the program towards the change.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
17 Chapter 4: The Results
The participants completed a survey at the end of semester one which rated their selfperceived ability in PE, as well as fitness level, indicated participation on scholastic athletic
teams, and rated student motivation and participation in the newly ability grouped PE classes at
Great Falls High School. Of the approximately 600 students who received surveys, 161
completed and returned the necessary consent form and survey. The survey collected qualitative
data in regards to determining whether the implementation of ability grouped PE classes has
increased student motivation and participation as well as impacted the attitude of students and
teachers towards PE. Both student and teacher participants were asked to identify any additional
concerns they think should be considered in the future to help placement and motivation to
participate in PE classes. Overall, the data seems to support ability grouped PE classes from the
perspectives of both student and teacher.
Teachers
The nine participating teachers experience and tenure ranged from three to thirty one
years in the education field. All nine Health and PE teachers completed the consent form
allowing use of their responses. Teacher focus group discussion indicated emerging themes of
teacher responses to each question prompt. Figure 1 shows each question and the commonly
occurring thematic responses for each.
In response to the question “In your opinion, has motivation and participation improved
with the implementation of ability grouped PE classes” four common themes emerged. First, a l
consensus of teachers believe all students are more engaged regardless of the assigned course
level. Second, teachers identified factors such as inhibition, pressure, and poor behaviors have
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
18 decreased in the ability grouped classes. Third, the grouping has served to make teacher
preparation time more productive, with teachers citing the ease of activity modification to suite
student needs. Last and fourth, from the Health teacher perspective, work completion, behavior,
and interactions have changed with CT course work and grading averaging around 90% but TPE
course work and behavior generally much lower.
In response the question “What do you believe to be the benefits of ability grouped PE
classes” three themes emerged. First, teachers agreed that classes are more easily matched and
equally skilled making participation more safe for students. Second, teachers identified the
ability to consistently and more effectively challenge the ability levels of their students. Third,
less inhibition and self-assigned pressure to perform has created more activity and competition in
their grouped classes.
In response to the question “What do you believe are the drawbacks of ability grouped
PE classes” teacher responses indicated three main themes. First, the majority of teachers
agreed that the low ability of many TPE classes make it difficult to expand to new games as there
is often no one in class who is able to demonstrate skills. Second, the social interaction which is
so important in the development of students decreases. The last theme states that peer behavior
modifications are being lost.
In response to the question “Have you noticed any specific gender differences in relation
to ability grouped PE classes” teachers most commonly agreed that the CT classes are heavily
male centered with only a few female students in each. Perhaps more notably teachers
determined that all female students still need to be challenged more than is currently happening.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
19 In response to the question asking teachers to “List two things you think we should
consider in the future to continue to help with better placement and motivation in PE classes”
again three themes became apparent. First, teachers believe the curriculum will need to
continually be adjusted and improved for student need and engagement. Second, teachers would
like to incorporate more goal setting and recognized that perhaps a combination of GPA and
athleticism could aid in class placements. Third, teachers indicated the perpetual need to make
activity fun to engage more students.
Lastly, in response to the question “Please list resources you would like to have access to
in order to keep the class activities in line with current trends in fitness and health” teachers
identified a functional fitness room (equipped with exercise equipment, kettle balls, weights, and
maybe even a climbing wall), a wider variety of electives for student choice, and more time to
plan lessons and collaborate with peers as the most important wish list items moving forward
with ability grouped PE classes.
Figure 1: Teacher Focus Group Discussion Questions & Themes
Teacher Focus Group Discussion Questions
In your opinion, has motivation and participation improved with the
implementation ability grouped PE classes?
 Share some specific examples
 Unique positive/negative experiences
What do you believe to be the benefits of ability grouped PE
classes?
What do you believe are the drawbacks of ability grouped classes?
Have you noticed any specific gender differences in relation to
ability grouped classes?
List two things you think we should consider in the future to
continue to help with better placement and motivation in PE
classes.
Wish List: Please list resources you would like to have access to in
order to keep the class activities in line with current trends in fitness
and health.
Emerging Themes
Kids are more engaged
Less inhibition/pressure/behaviors
Teacher prep-easier to modify
Health-work completion/
behavior/interactions have changed
Equally skilled/matched
Able to challenge ability levels
Less inhibition/pressure which
creates more activity/competition
Low ability of TPE
Social interaction is lost
Peer modifications lost
CT male heavy
Girls still need to be challenged more
Improvement of curriculum
Set goals (GPA/athletics)
Make more fun
Fitness room
More electives
Time to plan and collaborate
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
20 Students
Surveyed student demographics include 104 ninth graders, 53 boys and 51 girls, as well
as 57 tenth graders, 27 boys and 30 girls, for a total of 161 students. The ninth graders
represented 65% of the responses while tenth graders represented 35%. Figure 2 denotes the
student course placement and gender statistics. Ninety one percent of students rated themselves
as somewhat or highly skilled ability level while 83% of the students rated their fitness level as
somewhat or highly skilled. Figure 3 shows the student self-rated ability and fitness levels.
Participants were asked to indicate participation on a school athletic team and list their sports.
Seventy percent (97/161) of responders are active in school athletic teams as shown in Figure 4.
Figure 2: Course Placement & Gender
Figure 3: Self Ratings in Ability & Fitness
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
21 Figure 4: Athletic Team Participation
As shown in Figure 5, students were surveyed using a twenty question Likert scale, and
were given an opportunity to respond freely to four open-ended questions regarding their
personal motivation and participation in PE classes. Ninety two percent of students believe
having fun in PE is important and 80% believe their class is actually fun and interesting. Ninety
two percent of students agree they feel good about themselves when they work hard in PE.
Seventy five percent of students agreed that learning sports skills and competition are important
in PE classes while 51% believe that individual fitness is more important than working on sport
skill. Eighty five percent agreed that they are active more than half the time in their PE class.
Seventy five percent of students agreed that they are more likely to participate when they are
around their friends. While 85% believed that boys and girls are given the same opportunities to
participate, only 62% believe boys and girls are equally challenged. Seventy seven percent of
students believe they can be successful in PE even if they are not good at sports. Sixty eight
percent and 61% believe that they receive plenty of turns to practice their skills and that there are
a variety of activities to meet student interest. Seventy eight percent and 75% of students agreed
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
22 they learn to work together positively with classmates and participate more in class when paired
with someone close to their fitness or skill level. Eighty one percent believe they have been
paced in the correct ability level and only 48% would like more input in that placement. Fifty
nine percent of students agree that the rules, grading, and expectations of both class levels are
consistent. Eighty three percent agreed that they understand the value of grouping by ability in
PE and 68% believe ability grouping has improved their fitness or skill. Lastly, 53% are likely
to take advanced PE classes beyond the school and district requirements.
Disagree
Strongly
Disagree
Undecided
Agree
Strongly
Agree
Figure 5: Student Survey Results
Question
PE is fun and interesting
I feel good about myself when I work hard in PE
Having fun in PE is important
Learning sports skill and being competitive are important
I participate more in PE when I am around my friends
Boys and girls are equally challenged in PE
Boys and girls are provided the same opportunities to
participate in PE
I can be successful in PE even if I may not be good at sports
Working on individual fitness is more valuable than sports skills
I get plenty of turns to practice my skills
There is a variety of activities to meet everyone’s interests
I learn to work together with classmates in a positive way
In my class, I am moving more than half the time
I participate more in PE when I am paired with someone close
to my fitness/skill level
I believe rules, grading, and expectations are consistent between
Cross Training and Traditional PE classes
I believe I was placed in an appropriate class (Cross Training
or Traditional PE) for my skill level
I would like more input on my class placement in CT or TPE
I understand the value of grouping students by ability in PE
Ability grouped classes have helped me improve my fitness/skill
I am likely to take PE classes beyond the requirements
127
141
145
119
119
98
134
80%
89%
92%
75%
75%
62%
85%
14
12
12
26
19
30
10
9%
8%
8%
16%
12%
19%
6%
17
5
1
13
20
30
14
11%
3%
1%
8%
13%
19%
9%
121
80
108
96
124
138
119
77%
51%
68%
61%
78%
87%
75%
22
63
31
32
22
12
31
14%
40%
20%
20%
14%
8%
20%
15
15
19
30
12
8
8
9%
9%
12%
19%
8%
5%
5%
93
59%
46
29%
19
12%
128
81%
17
11%
13
8%
76
131
108
84
48%
83%
68%
53%
61
18
38
42
39%
11%
24%
27%
21
9
12
32
13%
6%
8%
20%
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
23 Students were also asked to respond freely to four more questions. Student responses to
the question “What motivates you to participate in PE class” can be summarized in two major
themes: personal health and fitness improvements and fun, friends, and competition. Many
students indicated an interest in being in shape and feeling good about themselves as motivators
for class participation. Likewise, the students cited that they are more likely to be engaged in
activity that is fun and competitive.
Question two asked students “What discourages you from participating in PE class”.
The two major emerging themes for students are the actions of others, including the efforts,
bullying, and negativity of their peers, and of course, not having fun in class. Students indicated
that when others do not participate or degrade the participation of others they are no longer
motivated to engage. Some girls felt the boys in class were discouraging with negativity if they
couldn’t do what the boys were able to do. With that said the biggest issue was not having fun.
Students would like more variety in class activities, a more even boy to girl ratio, and activity
hidden in fun games.
In response to the request to “List two things you think we should consider in the future to
help placement and motivation to participate in PE class”, three themes became apparent. Some
students seem to want more input in their placement in the grouped classes. They also believe
both athleticism and effort should be considered in placing students. Lastly, students crave
equality. Equality in the ratio of boys to girls, grading, and difficulty of the courses.
The remaining question allowed students to list any activities they would like to try in PE
classes. Many of the traditional PE activities were listed by the students but a number of truly
original activities are worthy of mention. Among the requests were more fitness related games
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
24 and workouts such as Zumba, Pilates, and Yoga. Other student interests were rock climbing,
obstacle courses, and a Military Theme Day. For the pool, students would like to try different
pool workouts and encourage the addition of a high dive.
Summary
All the data shows a large percentage of both teachers and students supported the
agree/strongly agree options of the surveys. This data appears to support the implementation of
ability grouped PE classes as responses indicate student understanding of grouped classes,
motivations to participate, and attitudes toward PE have improved.
Chapter 5: Conclusion
Conclusion
In conclusion, the data appears to indicate a general support for the original research
questions that the implementation of ability grouped PE classes with 9th and 10th grade students
at GFHS has improved student participation, motivation, and attitudes towards PE. The research
states that teachers see less inhibition and more engaged, active students. Many teachers cited
the fact that in TPE classes there are fewer athletes to compete with, so others must “step up”
and be leaders in their classes. Teachers also attributed the higher activity level to grouping
similarly skilled students together, which allows more students opportunity to play and score as
well as reducing the fear to try new things in class. Teacher focus group discussion also
indicated a consensus among teachers that the benefits of ability grouping PE classes outweigh
the drawbacks.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
25 It was also evident from the research that the majority of students understand the value of
ability grouping in PE, believe that ability grouping has improved their skills, and are having fun
in their class. The research also supported that students are more active and engaged when they
are grouped with friends or paired with someone close to their skill or fitness level. Students
cited their own personal fitness and fun as motivators for participation in PE. Since students and
teachers are recognizing the improvement in motivation and participation in class, ability
grouping must be impacting the courses.
Recommendation
I recommend that we continue to implement and explore ability grouping in 9th and 10th
grade PE classes at Great Falls High School. In researching the topic, I have found that both
teacher and student feedback shows that ability grouping in PE can be beneficial to motivation
and participation in class. Teachers recognize the need to continue developing curriculum to
meet student needs. In using the student survey results, teachers have valuable insights into what
motivates or discourages student participation as well as information about additional activities
students are interested in incorporating into class. Students crave equality and believe both
athleticism and effort should be considerations for placement in the ability grouped courses. I
agree with that thought and believe a combination of grade point average and PE class effort and
performance should be considerations for future course placement.
Action
There are many ways to apply the findings of these results when ability grouping students
in PE classes and various techniques to implement for engagement of the students. One
technique I would like to see incorporated in course placement of ability grouped classes is the
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
26 combination of grade point average and PE effort and participation. I believe this pairing might
potentially help combat some concerns raised by Health teachers of high and low performing
classes as well as address some of the peer behavior modifications which are less common in the
grouped classes. I would like to see some form of survey completed by students after
participation in PE courses at GFHS offering their feedback on their motivators, discouragers,
and activity requests in order to inform teacher decision making and course offerings. Lastly, I
believe teachers should discuss and adjust curriculum and practice in response to their
observation and interaction with students in their ability grouped classes as well as the results of
student surveys.
Final Thoughts
In summary, the implementation of ability grouped high school PE classes is supported
by teacher focus group discussion and student survey. There is evidence that both groups found
ability grouping to be beneficial to the participant’s motivation level and attitude towards PE.
Teachers agree that the benefits of ability grouping outweigh the drawbacks and that the
implementation of ability grouping in 9th and 10th grade PE classes has been useful in increasing
motivation and participation in PE classes.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
27 References
Alderman, B., Beighle, A., Pangrazi, R. (2006). Enhancing Motivation in
Physical
Education. Journal of Physical Education, Recreation & Dance (JOPERD). Vol. 77 No.
2. 41-51.
Bibik, J., Goodwin, S., Orsega-Smith, E. (2008). High School Students’ Attitudes Towards
Physical Education in Delaware. Physical Educator. Retrieved from
http://www.redorbit.com/news/education/1235220/high_school_students_attitudes_towar
d_physical_education_in_delaware/.
Blankenship, B. (2007). The Stress Process in Physical Education: The First Step to Reducing
Student Stress in Physical Education Is to Understand Where It Comes From. The
Journal of Physical Education, Recreation, & Dance (JOPERD). Retrieved from
http://www.highbeam.com/doc/1G1-167553865.html.
Carlson, T. (1995) We Hate Gym: Student alienation from physical education. Journal of
Teaching in Physical Education, 14:467-477.
Carlton, B., Henrich, T. (2009). Strategies for Enhancing the Performance of Low Skilled
Students. The Journal of Physical Education, Recreation & Dance (JOPERD). Retrieved
from http://www.highbeam.com.
Devore, Brian. (2013). Ability Grouping in Physical Education. The Educator’s Room:
Empowering Teachers as Experts. Retrieved from theeducatorsroom.com.
Ellis, K., Lieberan, L., LeRoux, D. (2009). Using Differntiated Instruction in in Physical
Education. Palaestra, Vol. 24, No. 4, 19-24.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
Fletcher, Timothy (2008). Grouping Students by Ability in Physical Education. Physical &
Health Education Journal. Autumn Edition. 6-10.
Haynes, J., Fletcher, T., Miller, J. (2008). Does Grouping by Perceived Ability Sustain Student
Attitude Towards Physical Education? Retrieved from
http://ocs.sfu.ca/aare/index.php/AARE_2008/AARE/paper/view/226/118.
Ho, S. (2013). Students Split on Prospect High’s divided PE curriculum. Chicago Tribune.
Retrieved from http://articles.chicagotribune.com/2013-05-11/news/ct-met-fat-gym20130511_1_fitness-test-students-fitness-levels.
Johnson, I., (2003). Using Motivational Strategies to Promote Female-Friendly Physical
Education. The Journal of Physical Education, Recreation, & Dance (JOPERD).
Retrieved from http://www.highbeam.com/doc/1G1-107491421.html.
Kulik, C., & Kulik, J., (1982). Effects of Ability Grouping on Secondary School Students: A
Meta-analysis of Evaluation Findings. American Educational Research Journal. 19(3),
415-428. Retrieved February 1, 2014 from
http://aer.sagepub.com/content/19/3/415.abstract.
Lehr, C. (2009). Proper Classification. Journal of Physical Education, Recreation & Dance
(JOPERD). Retrieved from http://www.highbeam.com/doc/1G1-13795405.html.
Montana Office of Public Instruction and Montana Association for Health, Physical Education,
Recreation, and Dance. (1999). Montana Health Enhancement K-12 Content and
Performance Standards with Benchmarks at 4th, 8th, and 12th Grades. Retrieved from
http://opi.mt.gov/PDF/health/healthstds.pdf.
28 ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
29 Montana Office of Public Instruction and Montana Association for Health, Physical Education,
Recreation, and Dance. (1999). State Profiles: Montana. Retrieved from
http://opi.mt.gov/PDF/Health/10MTStatusPE.pdf.
National Association for Sport and Physical Education (NASPE). (2011). Position Statement:
Physical Education is Critical to Educating the Whole Child. Retrieved January 30, 2014
from http://www.aahperd.org/naspe/standards/upload/Physical-Education-Is-Critical-toEducating-the-Whole-Child-Final-5-19-2011.pdf.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
30 Appendix A
March 1, 2014
Michelle Preston
Health Enhancement Teacher
Dear Colleagues,
In the fall of 2013 I began studying for a Master’s Degree in Education, Instruction, and
Learning from Montana State University Northern. I am asking for your assistance in collecting
data for my graduate action research project on the effects of implementing ability grouped
Physical Education classes in high school Physical Education curriculum in Montana. I would
like to ask you to participate in a semi-structured focus group to attain your input on motivation
and participation within ability grouped classes. Your cooperation is crucial to the success of the
project and should take us approximately 30 minutes to complete.
It is my hope that the data collected will provide valuable information regarding student and
teacher attitudes towards ability grouped Physical Education programs in high school
curriculum. During the focus group, hopefully during our next departmental meeting, please
share any positive or negative examples or unique experiences dealing with ability grouped PE
classes.
If you have any questions regarding this research project please contact me at 268-6382 or via
email at [email protected]. Your participation is invaluable to the success of the
research and my project completion. Thank you in advance for your assistance in this research.
Sincerely,
Michelle Preston
Health Enhancement Teacher
MSU-N Master’s in Education, Instruction, and Learning Candidate
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
31 Teacher Consent Form
I. Purpose
Michelle Preston has received permission from the IRB committee of the MSU-Northern university system to
conduct the research study entitled, Ability Grouping of Physical Education Classes in Secondary Schools. The
purpose and significance of this research is to:
1. The purpose of the study is to investigate the impact of ability grouped PE classes in high school PE curriculum
in a rural state.
2. The significance of this study is determining if the implementation of ability grouped PE classes will increase
student motivation, participation, and performance as well as impact the attitude of students and teachers towards
PE.
II. Participation in the Study
You have been asked to participate in this research study. The manner of your participation will include the
following: participation in a teacher only focus group and administration of the study’s survey to students.
Participation in this study is voluntary and will not affect your performance evaluation. If you decide to withdraw
permission after the study begins, please notify the school of your decision.
III. Risks and Discomfort
Minimal risks are anticipated as a result of your participation. As a general rule, researchers are not permitted to
conduct any studies that will disrupt the order of the typical instructional program found in your school.
IV. Benefits
As a participant in this research study, the researcher believes that the information produced will improve the
quality of instruction and types of services it provides for all children in Great Falls Public Schools.
V. Confidentiality
All information is confidential and will only be used for research purposes. Anonymity is assured as neither you
or your students’ names will appear in any written reports that stem from data collected from the researcher.
VI. More Information
If you have questions or concerns about this study, please contact Dr. Curtis Smeby, Action Research Advisor, by
email at [email protected] at 406-265-3517 or Michelle Preston at 406-268-6382. If you have any
questions about the human rights as a research participant, contact Lawrence Strizich PE, DEd Chair of the
Montana State University IRB Board by email at [email protected].
VII. Informed Consent
If you have read and understood the information above and agree to participate in this research, print and sign
your name below.
__________________________________ ________________________________ Name of Teacher (Please print) Name of School __________________________ ________________________________ Teacher Signature Grade Level/Subject ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
32 Semi-Structured Teacher Focus Group Protocol
Please indicate the number of years teaching:
Teachers:
Dan Brady
Steve Komac
Jerry Olson
Chris Napierela
Bill Polk
Judi Rowe
Shawn Ruff
Samantha Stevens
Bob Stingley
Initial all the classes you are currently teaching:
_____9th grade Traditional PE
_____9th grade Cross Training
_____10th grade Traditional PE
_____10th grade Cross Training
_____9th grade Health
_____10th grade Health
_____Weight Training
_____Swimming
1. In your opinion, has motivation and participation improved with the implementation
ability grouped PE classes?
i. Share some specific examples
ii. Unique positive/negative experiences
2. What do you believe to be the benefits of ability grouped PE classes?
3. What do you believe are the drawbacks of ability grouped classes?
4. Have you noticed any specific gender differences in relation to ability grouped classes?
5. List 2 things you think we should consider in the future to continue to help with better
placement and motivation in PE classes.
6. Wish List: Please list resources you would like to have access to in order to keep the class
activities in line with current trends in fitness and health.
7. Additional Comments or Questions:
Thank you for taking the time participating in this focus group. Your input is extremely
important to not only the project but also to continue to improve our program at GFHS. A
summary of the results will be provided upon request after the completion of the project.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
33 Appendix B
Informed Consent Form for Child to Participate in Research Study
MSU Northern
300 13th Street West
Havre, MT 59501
Title of Research: Ability Grouping of Physical Education Classes in Secondary Schools
Principal Researcher: Michelle Preston
School Phone (406) 268-6382
Email [email protected]
A.
Purpose and Background
Under the supervision of Dr. Curtis Smeby, Professor of Research Methods at MSU Northern,
Michelle Preston, a graduate student is conducting research to investigate the impact of ability
grouped PE classes at Great Falls High School. The purpose of this survey is to help the
researcher study the motivations and attitudes toward ability grouped PE classes.
B.
Procedures
If I agree for my child to participate in this research study, the following will occur:
1.
My child will be asked to fill out a survey, one time
during the first semester of the school year. The survey is a list of 20 questions relating
to their motivations and attitudes toward their PE classes. They will answer on a Likert
scale indicating if they Strongly Agree, Agree, Disagree, or Strongly Disagree to the
statements. It should take approximately 15 minutes to complete during their Health/PE
class time.
2.
My child will be asked to respond to four open ended
questions regarding what motivates or discourages participation, or suggestions for the
future of ability grouped classes.
3.
There will be no consequences if your child chooses not
to participate. It will not affect their grade in class.
C.
Risks
There will be little to no risk in participating in this study. As stated earlier, it will not affect
your child’s grade so they are able to answer honestly. Confidentiality: The information
gathered in this study will be keep as confidential as possible. Student surveys will be coded by
ID number instead of names.
D.
Direct Benefits
There will be no proven direct benefits to your child for participation.
E.
Alternatives
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
34 Your child may choose not to participate in this research study without consequence.
F.
Cost
There will be no cost to you or your child to participate in the research study.
G.
Questions
If I have any further questions I can contact Michelle Preston at 268-6382 or email her at
[email protected].
H.
Consent
I have been given a copy of this form to keep. PARTICIPATION IN THIS RESEARCH
STUDY IS VOLUNTARY. My child is free to decline to participate, or I may withdraw them at
any point without consequence. Their decision to participate in this study has no impact on their
grade or future status at Great Falls High School.
My child ______________________________________ has my consent to participate in the
educational research study outlined above. Please return this form along with your students
completed survey either directly to Miss Preston, to you PE teacher, or using the enclosed
return envelope as soon as possible!
Student is a minor age ___________________________.
Parent/Guardian Signature: _______________________
Date: ___________________
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
35 ATTITUDES TOWARD ABILITY GROUPED PE CLASSES
Student Survey
This survey is about the recently implemented ability grouped PE classes. The answers you
give will be kept private and will not affect your grade in class. Please answer honestly.
Section 1: Please check your response or write in your answer to the following questions
Student ID #: _____
Gender:
_____Male
_____Female
Rate your ability level in PE
Rate your fitness level in PE
Do you play on a school sport team?
If so, which sports?
Highly
Unskilled
Somewhat
Unskilled
Somewhat
Skilled
Highly
Skilled
Please indicate the PE class in which you are currently enrolled:
_____9th Grade Cross Training
_____9th Grade Traditional PE
th
_____10 Grade Cross Training
_____10th Grade Traditional PE
Strongly
Disagree
Agree
Strongly
Agree
Section 2:
Please mark your response to each question to the best of your knowledge.
Mark only one box per question.
Question
Disagree
36 Undecided
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES
PE is fun and interesting.
I feel good about myself when I work hard in PE.
Having fun in PE is important.
Learning sports skills and being competitive are important.
I participate more in PE when I am around my friends.
Boys and girls are equally challenged in PE.
Boys and girls are provided the same opportunities to
participate in PE.
8 I can be successful in PE even if I may not be good at sports
9 Working on individual fitness is more valuable than sports
skills.
10 I get plenty of turns to practice my skills.
11 There is a variety of activities to meet everyone’s interests.
12 I learn to work together with classmates in a positive way.
13 In my class, I am moving more than half of the time.
14 I participate more in PE when I am paired with someone
close to my fitness/skill level.
15 I believe rules, grading, and expectations are consistent
between Cross Training and Traditional PE classes.
16 I believe I was placed in an appropriate class (Cross
Training or Traditional PE) for my skill level.
I
17 would like more input on my class placement in Cross
Training or Traditional PE.
18 I understand the value of grouping students by ability in PE.
19 Ability grouped classes have helped me improve my
fitness/skill level.
20 I am likely to take advanced PE classes beyond the
requirements (Weight Training, Advanced Swimming, etc.)
Section 3:
 List what motivates you to participate in PE class.
1
2
3
4
5
6
7

List what discourages you from participating in PE class.

List 2 things you think we should consider in the future to help placement and motivation
to participate in PE classes.
ABILITY GROUPING OF PHYSICAL EDUCATION CLASSES

Please name any activities you would like to try in class that you may not have had the
opportunity to so far in your class.
37