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HSRC
Exemption
Form
Responses:
K-12
Physical
Educators'
Uses
and
Perceptions
of
New
Statewide
Washington
State
Learning
Standards
and
Grade
Level
Outcomes
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:
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.
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
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:
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?
~ 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.
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).
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.)
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:___________________
19.
Attach
a
copy
of
your
curriculum
vitae.
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.
References:
Baghurst, T., Langley, J., & Bishop, J. C. (2015). Physical educators perceptions of their
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,
Group.pdf
Gilflores, J., & Alonso, C. G. (1995). Using focus groups in educational research: Exploring
doi:10.1177/0193841x9501900104
Lander, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2016). Teachers perceptions of a
Rainer, P., & Cropley, B. (2015). Bridging the gap but mind you dont fall. Primary
doi:10.1080/19404476.2015.11462119
Toloi, G. G., Manzini, E. J., Spoldaro, D. M., & Zacarias, L. V. (2016). Inclusive classes in
19(1). 25-33.
Wilcox, K. C., Jeffery, J. V., & Gardner-Bixler, A. (2015). Writing to the common core:
Wrench, A., & Garrett, R. (2015). Emotional connections and caring: ethical teachers of
doi:10.1080/13573322.2012.747434
Appendix
A:
Demographic
Survey
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
Appendix
C:
Certificate
of
Completion
for
Human
Subjects
Training