The subjective warrant for teaching physical education in South Carolina.

摘要

A study has been designed in order to try to gain a better understating of the impacts curricular reform efforts such as South Carolina Physical Education Assessment Program (SCPEAP). Specific to this study it will be important to understand the subjective warrants of students entering physical education teacher education programs in the state of South Carolina. Hopefully some of these students will have experienced k-12 physical education as students during the SCPEAP reform. This explanatory study will gain a better understanding on the students subjective warrants that were possibly influenced by SCPEAP. This will help determine implications for future PETE programs. SCPEAP was birthed out of the University of South Carolina for the purposes of design and implementation of an assessment program. (Rink, & Mitchell, 2002) Increasingly, the program expanded and eventually included the training of teachers so that they could collect data independently, assessing the quality of the data reported by schools, and reporting this data to administration officials. Formal written policies were established for SCPEAP. Assessment manuals aided with policy manuals were written for the elementary, middle, and high schools that described how the assessment data would be gathered, evaluated, and reported (Rink, & Mitchell, 2002). SCPEAP implemented assessments into the physical education classrooms in the South Carolina schools.