Fidelity of Implementation in Knowledge-Based Physical Education Curriculum: An Observational Study

• In Event: Physical Education Curriculum and Teachers

Abstract

This study was designed to determine the fidelity of implementation (FOI) in a
knowledge-based physical education (PE) curriculum using the 5E instructional structure.
Utilizing a mixed-data method, observation checklist and fieldnotes data were gathered from 18
teachers’ classes across 10 lessons of the 20-lesson curriculum. Results showed a substantial FOI
variation across the 5Es segments. FOI was highest during Engagement and Exploration, with
scores dropping as student-led learning increased in Explanation, Elaboration, and Evaluation.
Lessons 8, 9, and 10, focused on energy catabolism and caloric balance, achieved the highest
FOI rates. These findings underscore the importance of studying FOI, offer implications for
examining FOI in PE, and provide a solid foundation for future research in this context.

Authors

• Hamid Amni, University of North Carolina - Greensboro

• Alireza Hosseinikhezri, University of North Carolina - Greensboro

• Jihyun Song, University of North Carolina - Greensboro

• Alexander Clayton Moss, University of North Carolina - Greensboro

• En-Hua Chan, National Kaohsiung Normal University

• Chaojie Shang, University of North Carolina - Greensboro

• Ang Chen, University of North Carolina - Greensboro