Design of a Model for Creating Active Homework in Schools' Physical Education

Document Type : Research Paper

Authors

1 Ph.D. Student in Sports Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran

2 Associate Professor in Sport Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran

3 Assistant Professor in Sport Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran

4 Full Professor in Sport Management, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran

Abstract
Background and Purpose
The assignment of homework in physical education is a concept that has been discussed in scholarly literature for at least half a century, with numerous experts contending that homework serves as an appropriate and effective strategy to foster cognitive, affective, and psychomotor learning within the context of physical education (Williams, McGladrey, Silva, & Hannon, 2013). Furthermore, SHAPE America – Society of Health and Physical Educators has identified the use of out-of-school assignments or homework as a hallmark of a high-quality physical education program. One of the most promising avenues for enhancing physical education curricula is the integration of active homework. By incorporating homework, educators can place greater emphasis on the cognitive domain, which is frequently neglected, while also reinforcing skills and concepts introduced in class—a consideration of particular importance when instructional time is limited. Promoting physically active lifestyles beyond school hours is essential for cultivating healthy habits among students. Active homework, defined as physical activity-related tasks assigned by teachers for completion outside school, represents a promising strategy for achieving this objective (Bailey & Scheuer, 2022). Physical education teachers possess the capacity to influence and increase adolescent physical activity both within and outside the classroom, specifically through the implementation of homework assignments. Active homework not only elevates students' physical activity levels but also enhances skill development and mitigates sedentary behavior (Kääpä et al., 2022). Despite its considerable potential, the use of homework in physical education has received relatively limited scholarly attention compared to other pedagogical methods (Hill, 2018). The present study seeks to identify the essential components of active homework in physical education and to propose a model for its effective integration into school curricula, thereby promoting lifelong physical activity and healthy lifestyles.
 Methods
This investigation employed a qualitative research methodology, utilizing grounded theory in accordance with Glaser's approach. The research population comprised physical education teachers, assistants in the Department of Education and Training, physical education experts from the Department of Education and Training, faculty members of physical education at Farhangian University, and school principals. Semi-structured and in-depth qualitative interviews were conducted with twelve experts who were purposefully selected based on their familiarity with the research topic. Interviews, each lasting between forty-five and seventy minutes, continued until theoretical saturation was achieved. To ensure the validity of the study, the criteria of transferability, verifiability, and credibility were rigorously applied. Reliability was assessed through the intra-subject agreement method involving two independent coders. To confirm the acceptability of the findings, two experts in school physical education were consulted, and diversity in the selection of interviewees was intentionally sought. Transferability was demonstrated through continuous review of interview data and extraction of maximum and non-repetitive codes, while confirmability was established by providing a comprehensive report of all research stages. Throughout the research process, meticulous records were maintained to ensure transparency and reliability. Despite constraints such as limited time and access, the research team endeavored to maximize collaborative involvement at every stage. Data analysis was conducted through open, axial, and selective coding, which ultimately resulted in the identification of 109 open codes, 17 sub-categories, and 7 principal categories.
Findings
The results of the study underscore that promoting physical activity beyond school through active homework affords students the opportunity to engage in increased physical activity, develop activity-specific motor skills, and experience the health benefits associated with regular physical activity. The primary aim of the study was to identify the components of active homework and to design a model for its implementation in school physical education. In alignment with this objective, seven core components of active homework were delineated: the enhancement of the physical education program, the use of learning tools, the provision of information and resources, the cultivation of responsibility, the fostering of a positive attitude, the encouragement of family and community participation, and the development of evaluation tools. Key sub-categories emerging from the data included the promotion of active lifestyles, professional development for teachers, the provision of clear instructions, parental involvement, and the establishment of grading systems. The findings highlight the necessity of designing active homework that is congruent with curricular objectives, supplies essential resources, and actively promotes student responsibility and family engagement.
 Conclusion
The assignment of homework in physical education can serve as a highly effective pedagogical strategy. Homework assignments offer an avenue for developing students’ understanding of the benefits of physical activity and for fostering engagement in out-of-school physical activities and skill acquisition. With thoughtful planning, creativity, and a commitment to providing meaningful learning opportunities, physical educators can successfully integrate homework into their instructional practice. Assigning active homework represents a viable means of promoting physically active lifestyles beyond the confines of the school environment. Through such assignments, physical education teachers can assess students across all learning domains—psychomotor, cognitive, and affective—thereby enhancing the credibility of physical education as an academic discipline. While some educators may hesitate to assign homework due to concerns about grading workload, effective planning and assessment strategies can mitigate these challenges. Promoting physical activity beyond school through active assignments not only increases students’ physical activity levels and skill development but also delivers substantial health benefits. Although the implementation of active assignments may initially appear daunting, it is achievable through careful planning and gradual introduction. These assignments enable teachers to reinforce skills and concepts more effectively and to communicate the significance of an active lifestyle with greater impact. When students are equipped with the requisite knowledge, skills, and support to be physically active, they are more likely to maintain these behaviors and lead healthy lives—an outcome that aligns with the fundamental objectives of physical education. Active homework in physical education should be meticulously designed to correspond with curricular goals, present appropriate challenges, and involve both parents and the broader community. Teachers must ensure that homework is meaningful, accessible, and integrated into student assessment. Parental involvement is encouraged, as parents can participate in active homework with their children, model active lifestyles, and offer positive reinforcement. These strategies have the potential to enhance students’ physical activity levels, skill acquisition, and overall well-being, ultimately contributing to the health of society as a whole. Policymakers in the education sector may utilize the identified factors, concepts, and categories in their strategic planning for the implementation of active homework in school physical education, thereby increasing physical activity and promoting health among students.
Article Message
One of the defining characteristics of truly physically active schools is the implementation of active assignments for students in a manner that encourages and supports physical activity in both physical education and non-physical education classes.

Keywords

Main Subjects


  1. Ajzen, I., Fishbein, M., Lohmann, S., & Albarracín, D. (2018). The influence of attitudes on behavior. In The handbook of attitudes (pp. 197-255). New York: Routledge.
  2. Allar, I., Elliott, E., Jones, E., Kristjansson, A. L., Taliaferro, A., & Bulger, S. M. (2017). Involving families and communities in CSPAP development using asset mapping. Journal of Physical Education, Recreation & Dance, 88(5), 7-14.
  3. Bailey, R. P., Heck, S., & Scheuer, C. (2022). Active Homework: an under-researched element of the active schools concept. German Journal of Exercise and Sport Research, 52(3), 461-467
  4. Bailey, R., & Scheuer, C. (2022). The COVID-19 pandemic as a fortuitous disruptor in physical education: the case of active homework. AIMS Public Health, 9(2), 423.
  5. Barney, D., & Strand, B. (2008). Do high school students know what practices are appropriate in physical education? The High School Journal, 1, 33–40.
  6. Bazargan Harandi, A. (2022). An introduction to qualitative and mixed research methods: common approaches in behavioral sciences. Tehran: Didar Publications. (Persian)
  7. Bembenutty, H. (2011). The last word: An interview with Harris Cooper-Research, policies, tips, and current perspectives on homework. Journal of Advanced Academics, 22(2), 340-350.
  8. Burt, D. (2012). The prevalence, beliefs, and instruction of using physical education homework as reported by physical educators in Arkansas (Doctoral dissertation). University of Arkansas, Fayetteville.
  9. Buyukalan, S. F., & Altinay, Y. B. (2018). Views of Primary Teachers about Homework (A Qualitative Analysis). Journal of Education and Training Studies, 6(9), 152-162.
  10. Carlson, J. A., Engelberg, J. K., Cain, K. L., Conway, T. L., Geremia, C., Bonilla, E., ..., & Sallis, J. F. (2017). Contextual factors related to implementation of classroom physical activity breaks. Translational Behavioral Medicine, 7(3), 581-592.
  11. Castelli, D. M., & Ward, K. (2012). Physical activity during the school day. Journal of Physical Education, Recreation & Dance, 83(6), 20–29.
  12. Dauenhauer, B., Kulinna, P., Marttinen, R., & Stellino, M. B. (2022). Before-and after-school physical activity: Programs and best practices. Journal of Physical Education, Recreation & Dance, 93(5), 20-26
  13. Docheff, D. (1990). Homework… in physical education? Strategies, 4(1), 10-14.
  14. Duncan, S., McPhee, J. C., Schluter, P. J., Zinn, C., Smith, R., & Schofield, G. (2011). Efficacy of a compulsory homework programme for increasing physical activity and healthy eating in children: the healthy homework pilot study. International Journal of Behavioral Nutrition and Physical Activity, 8(1), 1-10
  15. Duncan, S., Stewart, T., McPhee, J., Borotkanics, R., Prendergast, K., Zinn, C. & Schofield, G. (2019). Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: a cluster randomised controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 16(1), 1-12.
  16. Dyrstad, S. M., Kvalø, S. E., Alstveit, M., & Skage, I. (2018). Physically active academic lessons: acceptance, barriers and facilitators for implementation. BMC Public Health, 18(1), 1-11.
  17. Egan, C. A., & Miller, M. (2019). Family and community involvement to increase physical activity as part of a CSPAP. Journal of Physical Education, Recreation & Dance, 90(1), 39-45.
  18. Fairclough, S. J., Hackett, A. F., Davies, I. G., Gobbi, R., Mackintosh, K. A., Warburton, G. L., ... & Boddy, L. M. (2013). Promoting healthy weight in primary school children through physical activity and nutrition education: a pragmatic evaluation of the CHANGE! Randomised intervention study. BMC Public Health, 13(1), 1-14
  19. Gabbei, R., & Hamrick, D. (2001). Using physical activity homework to meet the national standards. Journal of Physical Education, Recreation & Dance, 72(4), 21–26.
  20. Gamble, A., Chatfield, S. L., Cormack Jr, M. L., & Hallam, J. S. (2017). Not enough time in the day: A qualitative assessment of in‐school physical activity policy as viewed by administrators, teachers, and students. Journal of School Health, 87(1), 21-28
  21. Hutchens, A., & Lee, R. E. (2018). Parenting practices and children’s physical activity: an integrative review. The Journal of School Nursing, 34(1), 68-85.
  22. Hill, K. (2018). Homework in physical education? A review of physical education homework literature. Journal of Physical Education, Recreation & Dance, 89(5), 58-63.
  23. Kääpä, M., Palomäki, S., Vähä-Ypyä, H., Vasankari, T., & Hirvensalo, M. (2019). The role of physical education homework to adolescent girls’ physical activity in Finland. Advances in Physical Education, 9(4), 223–239.
  24. Kääpä, M., Palomäki, S., Vähä-Ypyä, H., Vasankari, T., Hirvensalo, M., & Fedewa, A. (2021). Finnish Adolescent girls’ activity patterns and the effects of an activity-based homework intervention on their physical activity. Physical Activity and Health, 5(1), 1-14.
  25. Kääpä, M., Palomäki, S., Fedewa, A., Valleala, U. M., & Hirvensalo, M. (2022). The role of parental support and the students’ opinions in active finnish physical education homework. International Journal of Environmental Research and Public Health, 19(19), 11924.
  26. Kinchin, G. D., & O’Sullivan, M. (2003). Incidences of student support for and resistance to a curricular innovation in high school physical education. Journal of Teaching in Physical Education, 22(3), 245-260.
  27. Kriemler, S., Zahner, L., Schindler, C., Meyer, U., Hartmann, T., Hebestreit, H. Puder, J. J. (2010). Effect of school based physical activity program (KISS) on fitness and adiposity in primary schoolchildren: Cluster randomized controlled trial. BMJ, 340
  28. Lindsay, A., Wasserman, M., Muñoz, M., Wallington, S., & Greaney, M. (2018). Examining influences of parenting styles and practices on physical activity and sedentary behaviors in Latino children in the United States: integrative review. JMIR Public Health and Surveillance, 4(1),
  29. Lumbu-ani, J., Abusama, H. P., Pangarungan, J. L., Danozo, J. J. L., Estrada, M. J. L., Hasan, H. A., & Moscoso, L. H. A. (2021). Attitude of Sultan Kudarat State University laboratory high school students and teachers on proposed “no homework policy” bill. Indonesian Journal of Educational Research and Technology, 1(2), 45-50.
  30. Macdonald, K., Milne, N., Pope, R., & Orr, R. (2021). Factors influencing the provision of classroom-based physical activity to students in the early years of primary school: A survey of educators. Early Childhood Education Journal, 49, 361-373.
  31. Michael, S., Dittus, P., & Epstein, J. (2007). Family and community involvement in schools: Results from the school health policies and programs study 2006. Journal of School Health, 77(8), 567-587.
  32. Mitchell, M., Stanne, K., & Barton, G. V. (2000). Attitudes and behaviors of physical educators regarding homework. Physical Educator, 57(3), 136
  33. Novak, B. E., & Lynott III, F. J. (2015). Homework in physical education: Benefits and implementation. Strategies, 28(1), 22-26.
  34. Ornelas, I. J., Perreira, K. M., & Ayala, G. X. (2007). Parental influences on adolescent physical activity: a longitudinal study. International Journal of Behavioral Nutrition and Physical Activity, 4(1), 1-10.
  35. Pereira, P., Marinho, D. A., & Santos, F. (2021). Positive motivational climates, physical activity and sport participation through self-determination theory: Striving for quality physical education. Journal of Physical Education, Recreation & Dance, 92(6), 42-47.
  36. Ronayne, T. (2020). An investigation into teachers and parents’ perspectives of the introduction of active homework in primary schools (Doctoral dissertation). Marino Institute of Education.
  37. Smith, J., Cluphf, D., & O'Connor, J. (2001). Homework in elementary physical education: a pilot study. Perceptual and Motor Skills, 92(1), 133-136
  38. Smith, M., & Madden, M. (2014). Middle school students’ reactions to the implementation of active homework in physical education. Global Journal of Health and Physical Education Pedagogy, 3(2), 121–136.
  39. Ours, E., & Scrabis-Fletcher, K. A. (2013). Implementing active homework in secondary physical education. Strategies, 26(6), 23-27.
  40. Sun, H., Li, W., & Shen, B. (2017). Learning in physical education: A self-determination theory perspective. Journal of Teaching in Physical Education, 36(3), 277-291.
  41. Thom, S. C., & Yun, J. (2012). Factors affecting physical educators’ assigning physical education homework. Research Quarterly for Exercise and Sport, 83(Suppl. 1), A65–A66.
  42. Webster, C. A., & Nesbitt, D. (2017). Expanded roles of physical education teachers within a CSPAP and implications for PETE. Journal of Physical Education, Recreation & Dance, 88(3), 22-28.
  43. Williams, S. M., & Hannon, J. C. (2013). Physical education homework that involves the family. Strategies, 26(3), 3-8.
  44. Williams, S., McGladrey, B., Silva, A., & Hannon, J. (2013). Comparison of classroom instruction versus use of homework assignments on cognitive knowledge acquisition in physical education. The Physical Educator, 70(2), 206–220.
  45. Xu, Y., Jia, C., & Yin, Z. (2023). A Review of Research on the Potential Value and Realistic Dilemma for Homework in Physical Education. International Journal of Physical Activity and Health, 2(1), 32.
Volume 12, Issue 35
June 2025
Pages 141-164

  • Receive Date 22 July 2023
  • Revise Date 05 March 2024
  • Accept Date 03 July 2024