Character development through physical education: Measuring the effectiveness of a curriculum-based programme in primary schools

Abstract

Character traits such as morality, self-esteem, self-efficacy and resilience have been associated with desirable life outcomes, including lower levels of stress, experiencing positive growth after stressful periods, fewer alcohol and drug related problems, academic achievement, being willing to set challenging life goals, and pro-social behaviour (Backer-Fulghum, Patock-Peckham, King, Roufa, & Hagen, 2011; Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Dolbier, Jaggars, & Steinhardt, 2010; Passini, 2012; Vieira & Grantham, 2011). It is natural therefore that attempts are made to promote these positive character qualities in young people. While well-structured and implemented programmes and interventions may positively influence elements of character, research in the area of physical education and character development remains scarce. The purpose of this study was to determine if a curriculum-based physical education approach could influence elements of character in primary school children. The programme being investigated used a mastery-based approach and utilised game-play in combination with class presentations, discussions and exercises. Using a quasi-experimental design, participants from three programme schools (n=86) and one control school (n=84) completed a questionnaire before the programme was implemented, and after approximately 12 weeks of programme exposure. The questionnaire assessed participants’ moral character, self-efficacy, self-esteem, resilience, and their perceived ability and enjoyment in sport and physical activity. When comparing the programme and control groups, and when comparing those who received zero, two or four hours of the programme a week, we found no evidence that this approach to physical education had any impact on the measures administered. However, interaction analyses suggested that on some measures the programme had a different impact on participants depending on their baseline scores. Significant interaction effects included: reductions in self-efficacy for formerly high scoring programme participants (if they were exposed to the programme for four hours per week), and increases in general self-esteem and enjoyment of sport and physical activity for initially low scoring programme participants. While the self-efficacy finding was not endorsed by programme teachers’ short answer feedback, the self-esteem and enjoyment of physical activity results were. Some teachers noted improvements in some participants’ self-esteem, confidence, leadership, and enjoyment of physical education. All programme teachers reported finding this curriculum-based physical education approach useful and said they would use it in future. Some measures suffered from poor reliability and findings are considered in light of this. Findings are discussed in relation to theory and previous research, research and programme strengths and limitations are outlined, and suggestions are made for future directions in this area.