Thesis Abstract

Abstract

Physical education (PE) programs play a crucial role in promoting physical activity, health, and well-being among students. However, access to quality PE programs can be influenced by various factors, including socioeconomic status and geographic location. This study aims to explore the impact of socioeconomic status on access to quality PE programs in urban versus rural areas.

The research will employ a mixed-methods approach, combining quantitative data from surveys and school records with qualitative data from focus groups and interviews. The study will investigate the availability, resources, and quality of PE programs in schools from different socioeconomic backgrounds and geographic locations (urban and rural). Additionally, the research will examine the perceptions, experiences, and challenges faced by students, teachers, and administrators regarding access to quality PE programs.

The findings of this study will contribute to the understanding of the disparities in access to quality PE programs and inform the development of policies and interventions aimed at promoting equitable access and improving the quality of PE programs across diverse socioeconomic and geographic contexts.

Thesis Overview

Chapter 1: Introduction

Background 

Physical education (PE) programs play a vital role in promoting physical activity, health literacy, and overall well-being among students. Regular participation in quality PE programs has been associated with numerous benefits, including improved cardiovascular fitness, enhanced motor skills, increased self-esteem, and better academic performance1. However, access to quality PE programs can be influenced by various factors, such as socioeconomic status and geographic location.

Socioeconomic status (SES) has been identified as a significant determinant of educational opportunities and resources2. Schools in low-SES communities often face challenges in securing adequate funding, facilities, and qualified personnel for PE programs. Similarly, geographic location (urban versus rural) can impact access to resources and quality PE programs, with rural schools potentially facing unique challenges related to transportation, facilities, and staffing3.

Significance of the Study This study aims to contribute to the understanding of the impact of socioeconomic status and geographic location on access to quality PE programs. By exploring the disparities in access and quality of PE programs across different socioeconomic and geographic contexts, the research will provide valuable insights into the underlying factors and challenges contributing to these inequalities.

The findings of this study have the potential to inform the development of policies and interventions aimed at promoting equitable access to quality PE programs. By identifying the specific barriers and challenges faced by schools and communities with different socioeconomic and geographic characteristics, policymakers and educators can develop targeted strategies to address these issues and ensure that all students, regardless of their background, have access to high-quality PE programs.

Research Objectives The primary objectives of this study are:

1. To assess the availability, resources, and quality of PE programs in schools from different socioeconomic backgrounds and geographic locations (urban and rural).
2. To examine the impact of socioeconomic status and geographic location on students' access to and participation in quality PE programs.
3. To explore the perceptions, experiences, and challenges faced by students, teachers, and administrators regarding access to quality PE programs in different socioeconomic and geographic contexts.
4. To identify potential strategies and recommendations for policymakers and educators to promote equitable access to quality PE programs across diverse socioeconomic and geographic contexts.

By addressing these objectives, the study will provide valuable insights into the disparities in access to quality PE programs and contribute to the development of effective interventions and policies aimed at promoting physical activity, health, and well-being among students from all backgrounds.

Footnotes

1. Centers for Disease Control and Prevention. (2022). Comprehensive School Physical Activity Programs: A Guide for Schools. https://www.cdc.gov/healthyschools/physicalactivity/pdf/209477_CSPAGuideFull.pdf ?

2. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417 ?

3. Barnidge, E. K., Radecki Breininger, K., & Nelson, T. F. (2022). Physical education access and quality in rural and urban schools. Preventive Medicine Reports, 28, 101970. https://doi.org/10.1016/j.pmedr.2022.101970 ?