Comparative Analysis of Physical Education Curricula Across Schools and Outcomes

Thesis Abstract

The study addresses the persistent variation in physical education (PE) curricula across secondary schools and its implications for student physical literacy, activity engagement, and health-related outcomes. Despite policy mandates for standardized PE hours and learning objectives, disparities in curriculum content, instructional strategies, and assessment practices may undermine equitable student experiences and outcomes. The aim is to compare PE curricula across a representative sample of urban and rural schools and examine associations with student physical activity levels, fitness indicators, and attitudes toward lifelong physical activity. Specific objectives are (1) to document curricular structures, time allocations, instructional approaches, and assessment practices across schools; (2) to assess differences in student outcomes—cardiorespiratory fitness (VO2max estimated via the 20-m shuttle test), motor competence (MOVERS standardized test), weekly moderate-to-vigorous physical activity (MVPA) via accelerometry, and attitudes toward physical activity (PAQ-R) — by school type and regional context; (3) to evaluate how curricular features predict outcomes using multilevel modeling and regression analyses; (4) to identify best-practice curricular components associated with superior student outcomes; (5) to develop a conceptual model linking curricular design to physical activity behavior and health indicators. The study adopts a convergent parallel mixed-methods design. The population comprises in-school PE programs across 60 secondary schools stratified by urban/rural location and public/private status. A two-stage sampling approach yields a total of 60 PE departments and an estimated 3,000 students aged 12–16 years who are enrolled in PE across sampled schools. Data collection instruments include a standardized PE Curriculum Audit Tool developed to capture core content areas, instructional strategies, time allocation, and assessment methods; the Physical Activity and Fitness Instrumentarium comprising the FITNESSGRAM-derived fitness test battery, the 20-meter shuttle run for VO2max estimation, accelerometers worn for seven consecutive days to quantify MVPA, and the PAQ-R for attitudes; semi-structured interviews with PE teachers and curriculum coordinators to contextualize curricular decisions; and school administrative records for policy and resource variables. Validity and reliability are ensured through content validity checks of the Curriculum Audit Tool (CVI > 0.80), pilot testing of the fitness and activity measures (Cronbach’s alpha > 0.80 for internal consistency), and calibration of accelerometer data using established cut-points. Data analysis employs multilevel hierarchical linear modeling to account for students nested within classes and schools, augmented by multiple regression analyses to identify curricular predictors of outcomes. Structural equation modeling (SEM) will test the hypothesized pathways from curricular features to student attitudes and finally to activity and fitness outcomes. Theoretical underpinnings combine Social Cognitive Theory (SCT) to explain the role of self-efficacy and observational learning in PE engagement with the Curriculum Implementation Theory to interpret how curriculum design translates into classroom practice and outcomes. Preliminary expectations anticipate that schools with explicit alignment between learning objectives, varied instructional strategies (inclusive of collaborative and autonomous learning), and performance-based assessment will exhibit higher student MVPA, greater PA attitudes, and superior fitness indicators, after controlling for socio-economic status, access to facilities, and teacher qualifications. The study contributes to knowledge by offering a robust cross-school comparative framework that links curricular design to tangible student outcomes in PE, identifying curriculum components associated with positive health behaviours, and providing empirical guidance for policy-makers and educators on scalable, equitable PE reforms. The main conclusion is anticipated to emphasize the critical importance of coherent curriculum design, diversified instructional practices, and evaluative alignment to promote physical activity participation and physical literacy across diverse school contexts. Recommendations include the adoption of standardized yet adaptable curriculum benchmarks, professional development focused on inclusive instructional strategies and assessment alignment, investment in facilities and equipment that support varied pedagogies, and ongoing monitoring of student outcomes through a national PE data framework to inform continuous improvement.