| Summary: | Engagement in a physical education course is critical to student health and
academic performance. The purpose of this Action Research study was to investigate and
improve engagement in secondary remote physical education classes, by utilizing student
motivational factors. Participants and data collected in Cycle 1 consisted of students
providing feedback on their physical education engagement through a modified BREQ-III
survey, as well as interviews with the student researcher. Additionally, the wellness
department at Stanley Public High School reviewed the physical education curriculum as it
aligned with student feedback on student motivational factors. Action steps in Cycle 2 that
were designed, implemented, and evaluated included the wellness department examining student
feedback in a focus group setting to design and implement frameworks that would increase
student engagement in a remote physical education setting. Additionally, students provided
further insight through a pre- and post-survey, as well as a focus group, with students, was
utilized to determine the effectiveness of the frameworks at increasing student engagement.
Findings included student's motivation through identified to intrinsic regulation,
having a desire for autonomy and choice while still being held accountable to engage
remotely, and needing physical education to be a time in which students can disconnect from
video conferencing and implement movement into their day. Implications to the organization
include engaging students more in the curriculum decisions within the wellness department in
order to increase engagement while continuing to collect data from students and teachers to
keep the curriculum aligned with student needs and national physical education standards.
Additionally, the need for more added movement breaks throughout the day of high school
students should be explored.--Author's abstract
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