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Document Type

Article

Keywords

curriculum and instruction, culturally responsive pedagogy, middle school physical education, professional development

Publication Date

5-5-2026

Abstract

The purpose of this study was to test the feasibility of a culturally tailored pedagogical workshop, as a pilot intervention, designed to prompt in-service physical education (PE) teachers to offer equitable physical activity opportunities (PAOs). Participants were two certified middle school PE teachers and 175 students. Using a mixed-methods descriptive study design, the PE teachers received workshop sessions and took part in semi-structured interviews. The adapted Student Measure of Culturally Responsive Teaching and the Physical Activity Questionnaire for Older Children was administered to measure students’ perceptions and physical activity (PA), respectively. Qualitative data were transcribed verbatim and analyzed using thematic analysis. Descriptive and inferential statistical analyses were conducted to analyze quantitative data. Qualitative data showed favorable changes in the teachers’ culturally relevant pedagogy and revealed four thematic categories: “attitude toward cultural pluralism and responsiveness,” “awareness of instructional practice,” “intentions to receive relevant professional development (PD),” and “the essential role of culture.” No significant changes were detected for students’ perceptions and PA (p's > 0.05). The study showed mixed feasibility evidence of the workshop influencing teacher- and student-level outcomes in middle school PE. Future research promoting culturally relevant PE through long-term influential PD is warranted.

DOI

https://doi.org/10.18122/ijpah.5.2.5.boisestate

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