Case Studies in Physical Education

Real World Preparation for Teaching

Sandra Stroot

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781351818544
• Edition: 1
• Topic: Education
• Subtopic: Physical Education

Case Studies in Physical Education, Revised Edition, applies the case study method to the field of physical education, where it is an effective means for future teachers to explore challenging scenarios that they are likely to encounter in their careers. These engaging, reader-friendly case studies provide readers with concrete suggestions for connecting classroom theory with what actually happens in school. Theories and concepts concerning educational philosophy, methodology, curriculum, discipline, and assessment become more meaningful when explored in a case scenario in which the central characters confront situations that develop as a consequence of their or others' pedagogical choices. The cases in this book also promote critical-thinking and problem-solving skills. Each case is followed by questions that prompt readers to analyze the situation, formulate a plan of action to address the problem, and anticipate and evaluate the potential consequences of the plan's implementation. In small groups, individually, or as a whole class, readers can explore and debate their strategies for addressing the issues. Readers will learn there is no one right answer to situations that can occur in the education environment. They will develop their communication skills as they learn to articulate and defend a plan of action to address the situation, and they will also learn the importance of collaborating with colleagues as they listen to and learn from the ideas of others. These cases were prepared by 36 experienced physical educators (from the elementary, secondary, and university levels)who collaborated in teams to create cases based on their collective, real-life experiences. As a result, the cases take place in a variety of contexts: in elementary, middle, and high schools; in urban, suburban, rural schools; and in wealthy and needy districts. They present a variety of issues encountered in schools today, including issues related to teaching methods, classroom management, multicultural education, classroom assessment, inclusion, relations with co-workers, marginalization of physical education, and gender equity. As in real life, each case raises a number of related issues that stimulate further discussion or provide opportunities for assignments. This revised edition contains the same proven, effective case studies as in the first edition while incorporating minor updating throughout to reflect changes in technology and society since its original publication.

Coworker Conflict I

Kathy LaMaster Kimerly Gall M. B. Seasons CASE 1

It was early Monday morning as Sally Worthingway entered the school building. Sally walked down empty locker-lined hallways to the gymnasium and into the physical education equipment room. She treasured this time before school when the gymnasium was quiet and she could organize her equipment and prepare for the day’s lessons. Since school began two months ago, this had become her time to think and enjoy her work atmosphere without the presence of Bill Thompson, her coworker. Graduating with honors the previous year from State University allowed her to select from the best job openings. It was Sally’s first year as a physical education teacher and coach. Positive experiences in physical activity had impacted her career decision. She anticipated teaching students to enjoy activity and develop healthy lifestyles through physical education classes. She wanted to be a positive role model to her students.

Trinity High School was a suburban school located in an affluent district where 95 percent of the school’s population of 1,500 students were Caucasians. College preparatory classes were the academic focus to the extent that vocational classes were not even offered. A graduation rate of 92 percent or higher, with the majority of students attending nationally known universities, was achieved yearly. As a reflection of community pride and tradition, Trinity High School excelled in both academics and athletics.

Sally remembered her eighteenth birthday celebration with great fondness. Was Sally na?ve to think that times had not changed? Even if things were different for teens now than they had been for her, there was still the violation of the substance abuse policy, and in the presence of a coach.

The position at Trinity was a dream job with a good salary, representing an opportunity of a lifetime. During the summer interview process, answers to questions concerning the existing curriculum led Sally to believe that the physical education program was one of excellence. In fact, on the day she interviewed she was shown a large, well-stocked equipment room and facilities available for physical education. Descriptions of physical education classes had depicted well-organized activities involving high student participation. Now as a teacher at Trinity High School, Sally realized that the high-quality program she was led to believe existed there was an illusion. Her coworker, Bill, did not focus on teaching skills. He did, however, like the students to have a good time in class. Sally was determined to make the physical education program more credible. She wanted to make a difference!

Bill had worked at Trinity High School for fifteen years and put more effort into coaching athletic teams than teaching physical education classes. Typically he would arrive in the gym just as the first bell was sounding and ask Sally what she had planned for the day. From Sally’s perspective, Bill liked to team teach because he could work on his practice plans or game statistics. Bill coached the varsity boys’ basketball team, and they had been in the final four state tournament for six of the past eight years. Last year the team was undefeated until the final game, where they lost in a last-second shot that rolled around the inside rim prior to popping out of the hoop. This was the year! All starters were returning, including an All-State player, and preseason polls ranked Trinity first.

Sally had enjoyed competitive sports as a two-season athlete in high school and college. However, she did not understand how Bill could think so little of his role as physical educator and was amazed how he had maintained his teaching job for so many years. It was common knowledge among faculty members that Bill was having family problems and had been arrested for driving under the influence of alcohol twice in the past year. His school duties had also been impacted as he had become negligent concerning the grading his physical education classes. At the end of each semester he would just mimeograph his roster and write “all A’s” at the top, then place it in the homeroom teachers’ boxes.

“Hi, Ms. Worthingway. What are you doing?” Sally jumped as Rick, a student, interrupted her thoughts.

“Hi, Rick, I’m getting ready for our class today. Aren’t you running just a bit early? School doesn’t start for another thirty minutes,” Sally teased Rick.

Rick was a student in Sally’s first-period class. He was a quiet, tall senior, and had just been selected as cocaptain on the varsity basketball team. The importance of the upcoming basketball season was paramount, as several colleges would be watching the team to see Rick’s teammate, Mark, who was Trinity’s All-District, All-State basketball player. Mark had established new school records during the past season as the lacrosse team goalie. He was also cocaptain and star of the varsity basketball team. Last year had also been great for Rick, having been selected to the All-District team. However, his season-ending shot, which rolled out of the basket, had left him with the reputation of choking under pressure.

Sally and Rick had developed a good relationship throughout the past couple of months. Sally enjoyed Rick’s presence in the physical education classroom because he always encouraged the other students to participate and modeled fair play with all of his peers. Sally was really pleased that he was going to be cocaptain of the basketball team and she believed Rick would be a great team leader.

Rick shifted his feet and dug his hands deep into the pockets of his faded blue jeans. “I was wondering if you had a moment to talk?” Then he quickly added, “I’ll come back if this is a bad time,” and started to turn away.

Sally reached out and touched his arm. “Rick, I always make time for students. Let’s go to my office and talk.” She remembered her school days and how teachers had been positive role models. Her parents were both high-powered corporate executives and had made it quite clear that they had little time in the evenings for listening to her “childish” school problems. As a result, Sally had been left to work out the dilemmas of youth on her own or with her friends. Her physical education teachers had also been a great influence on her development as a person. They had instilled in her the importance of integrity, loyalty, and honesty. In college, Sally had been quickly identified as a great listener, and her peers in the dorm frequently knocked on her door with their problems. Now she had the opportunity to make an impact with students and was not going to turn her back if someone needed to talk.

Once they had moved to the office, it became apparent that Rick was struggling with a big problem. Throughout the previous months she had come to recognize Rick as an easy-going student, but now he was seated rigidly in his chair and was definitely nervous. From earlier experiences Sally had learned that it was best to patiently wait for the other person to begin rather than ask questions. After a few moments, Rick began to share his story with Sally. As the story progressed, Sally became more uncomfortable with her coworker, Coach Bill Thompson.

According to Rick, on the previous Friday evening Mark’s parents had thrown him an eighteenth birthday party. Coach Thompson had been jokingly asked by a few players at basketball practice on Friday to “drop by” and help celebrate, so it surprised Rick to see Coach at the party. Rick had also been shocked that a keg of beer had been available since the consumption of alcohol contradicted the school district’s substance-abuse policy. This policy did not allow students involved in extracurricular activities to consume or be in the company of those consuming alcoholic beverages at any time during the school year. Violation of this policy could result in a suspension from the current athletic team and loss of any leadership role. Players did have the option of “self-reporting” to any school official, which would allow for leniency on a first offense.

As Rick recalled the evening’s events, he related that shortly after arriving, he decided to make an excuse and remove himself from the situation. However, Mark’s parents and Coach Thompson had encouraged him to stay and have some pizza that had been ordered. When the pizza arrived, three boxes were carried into the living room by a female delivery person. It was at this time that the delivery person opened her phony pizza boxes, turned on the music, and began a strip-tease performance. Rick was stunned and quickly glanced around the room to observe his peers’ reactions. Many of his teammates and Coach Thompson were making rude and provocative calls and reaching for dollar bills to sustain the entertainment. Coach Thompson proceeded to demonstrate to the players the correct way of awarding the dancer a dollar bill. It was at this point that Rick went home. Rick had spent the remainder of the weekend confused about the effect this would have on him, the team, and also the school. He was positive that the rumors would start early Monday morning and he did not want to be implicated in the situation. The upcoming basketball season was going to be his chance for a college scholarship.

After Rick finished his story, Sally did not know how to respond to his account of the events. She told him that she needed to think about the situation and would have to get back to him after some thought. Rick thanked her for her time and left the office. Coach Thompson was unlocking his office door and glanced up as Rick was exiting Sally’s office.

Later that evening, Sally sat on the couch sipping a hot cup of tea, looking out the window at the falling rain. She was reflecting on the events of the day. She was mentally and physically exhausted! In her lap lay the slip of paper she had found in her teacher mail box as she left school. Her classes had progressed as planned, but she did not feel satisfaction with her job as a teacher on this day. Her thoughts had continuously returned to the conversation with Rick. She wondered what she could do. Sally had attended parties when she was a teenager. She remembered her eighteenth birthday celebration with great fondness. Several of her friends had helped her commemorate the important transition from youth to adulthood, but they had celebrated in a different way. Was Sally naïve to think that times had not changed? Even if things were different for teens now than they had been for her, there was still the violation of the substance-abuse policy and in the presence of a coach. Throughout the entire day she had felt uneasy around Bill. She was troubled by her perceptions and lack of respect for him as a teacher. Glancing down, she was reminded of the single slip of paper from the principal simply stating, “Meet me in my office tomorrow at 7:45 a.m.” Sally shivered.

PREPARING FOR LEARNING & TEACHING

1. What is the critical issue in this case?

2. Who are the main characters in the case?

3. What do you think Sally should do with the information from Rick? And when?

4. Should Sally have gone directly to Bill to hear his side of the story or to confront him?

5. What should Sally tell Rick?

6. Does the fact that Sally is a first-year teacher impact her response?

7. If a coach/teacher knowingly violates a school policy, what should be the consequences?

8. If action is taken with the coach and/or basketball team, what should it be? If action is taken, should Rick be excused from the action?

9. Problem solve for each main character: Sally, Rick, and Bill. Identify their responsibility following this event.

10. What other strategies might you use to address these issues?

11. What are some of the related issues and questions raised by this case?

12. What are some of the possible reasons that the principal has asked Sally to come to his office? If possible, role-play the various scenarios and discuss possible outcomes.