Development of a Sports Competency Equity Framework in Physical Education

Thesis Abstract

This study addresses persistent inequities in students’ access to and attainment of sport-related competencies within Physical Education (PE) by developing a Sports Competency Equity Framework (SCEF) that integrates curricular, pedagogical, and assessment dimensions to promote inclusive excellence. The central aim is to conceptualize, validate, and refine a framework that identifies structural and instructional determinants of equitable sports competency development across diverse student populations. Specific objectives are (1) to map existing constructs of sports competency and equity in PE through a scoping review and stakeholder interviews; (2) to operationalize a multidimensional SCEF encompassing access, participation quality, competency outcomes, assessment fairness, and teacher practices; (3) to examine relationships among instructional practices, resource access, learner motivation, and competency attainment across gender, socioeconomic, and disability status using a cross-sectional survey; (4) to validate the framework through expert Delphi panels and pilot classroom implementations; and (5) to provide implementation guidelines, policy implications, and a toolset for PE practitioners. The study adopts a mixed-methods sequential explanatory design. In phase one, a quantitative survey will be administered to a stratified sample of 1,200 secondary school students and 120 PE teachers across four school districts, with instruments measuring perceived instructional quality (modified Teaching Styles Inventory), access to facilities and equipment (facility access index), engagement (OLWEI-based engagement scale), and sports competency outcomes (locally adapted PE assessment rubric aligned with national standards). Reliability will be evaluated using Cronbach’s alpha and test–retest procedures; validity through confirmatory factor analysis. Phase two employs qualitative methods to enrich and contextualize the findings 40 semi-structured interviews with PE teachers, 20 focus groups with students representing diverse backgrounds, and 6 classroom observations coded using a thematic analysis framework. Phase three integrates results via partial least squares structural equation modeling (PLS-SEM) to test the hypothesized relationships among access, pedagogy, engagement, and competency outcomes; and a Delphi process with 15 international PE experts to validate the SCEF components and indicators. Finally, a pilot study in three schools will implement the framework over one academic term, with pre/post measures of competency attainment and process evaluations. The theoretical underpinning draws on equity-oriented frameworks, including Bourdieu’s theory of practice adapted to PE, the Universal Design for Learning (UDL) paradigm, and Social Cognitive Theory to explain how environmental and instructional factors mediate observed competencies. The expected findings include (a) distinct pathways whereby access to facilities, teacher instructional strategies, and equitable assessment practices predict higher and more diverse sports competency attainment; (b) evidence of differential effects of instructional styles on marginalized groups, moderated by student motivation and peer support; and (c) a validated set of indicators and a practical toolset for evaluating and guiding equitable competency development in PE classrooms. The study anticipates identifying gaps in current assessment practices that contribute to underrepresentation of certain groups in sports competencies, as well as evidence-based interventions to enhance inclusive pedagogy and resource allocation. The study contributes to knowledge by delivering a theoretically grounded and empirically validated Sports Competency Equity Framework that can be utilized by policymakers, curriculum developers, and PE teachers to diagnose inequities, design inclusive curricula, and implement fair assessment practices. It advances measurement in PE by providing a robust, multi-indicator instrument suite aligned with international standards, and it informs professional development through evidence-based pedagogical strategies that promote equitable participation and achievement. The anticipated conclusion emphasizes that equitable access, coupled with adaptive instructional designs and transparent, criterion-referenced assessments, significantly enhances sports competency development for historically underserved students. Recommendations include the adoption of the SCEF as a routine evaluative and planning tool in PE departments, targeted resource allocation to under-resourced schools, teacher professional development in inclusive pedagogy and assessment fairness, and policy reforms to standardize equity-driven benchmarks across curricula.