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The study also examined how teachers perceived obstacles affecting student participation in school-based physical education and physical activity. Institutional barriers dominated, yet many teachers reported difficulty engaging students as a personal challenge. Students’ low interest was also linked to individual and peer influences, informing implications for teaching, curriculum design, teacher training, and adolescent engagement.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-barriers-to-providing-physical-education-and-physical-activity-in-victorian-state-secondary-schools/594393/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-barriers-to-providing-physical-education-and-physical-activity-in-victorian-state-secondary-schools/594393.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":14},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the purpose of the online questionnaire in this study?","Question",{"text":111,"@type":112},"To establish barriers that physical education teachers face when implementing physical education in Victorian state secondary schools, and to examine teacher-perceived obstacles to student participation.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What types of barriers were most prominent?",{"text":116,"@type":112},"Institutional barriers were largely predominant, although many respondents also recognized personal difficulties in engaging students.",{"name":118,"@type":109,"acceptedAnswer":119},"How did student interest factor into participation?",{"text":120,"@type":112},"Teachers perceived that students’ own low interest and peers’ influence both affected participation choices.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594393,1792079852,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nBarriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools  \nKate. A. Jenkinson  \nAmanda. C. Benson  \nRMIT University.  \n[mailto:kate.jenkinson@rmit.edu.au](mailto:kate.jenkinson@rmit.edu.au)  \nAbstract: An on-line questionnaire was completed by 115  \nphysical education teachers to establish the barriers to their  \nimplementation of physical education in Victorian state  \nsecondary schools. In addition, the barriers perceived by  \nteachers to impact on students’participation in school-based  \nphysical education and physical activity were examined. The  \nbarriers to the provision of physical education were found to  \nbe largely institutional, although two-thirds of respondents  \nrecognised their own difficulties in engaging students when  \nteaching as potential obstacles to student participation.  \nStudents were also perceived to be influenced by their own (45  \nper cent) and their peers (62 per cent) low levels of interest  \nwhen choosing to participate. An awareness of these barriers has implications for physical education teaching, curriculum  \ndesign, teacher training and adolescent participation in the  \nschool environment.  \nIntroduction  \nWith exercise and activity habits commencing early in life and the development of healthy lifestyle behaviours among children and adolescents translating into reduced health risks in adulthood (Dobbins, De Corby, Robeson, Husson, & Tirilis, 2009), quality education at an early age is paramount. Hence, schools have been identified as key health settings and are being called upon to give greater attention to their physical education and physical activity programs (Naylor & McKay, 2009; Pate et al., 2006) .  \nThe combination of the decline in fitness standards of young people, high drop-out rates, and inadequate pathways to accessing physical activity (Hardman, 2008) and the substantial increase in the prevalence of overweight and obesity among children and adolescents around the world (Eisenmann, 2006) undoubtedly equates toa growing concernTherefore, it is not only schools that have been identified as having a key role to play, but it is also apparent that physical educators are becoming more accountable than ever before as their role continues to evolve and they pursue opportunities to facilitate activities that engage students and provide education on lifestyle choices and healthy behaviours. Schools are learning environments with the capacity to equip students with these attributes; however, it is the quality of the programs in schools that will ensure that young people are given the opportunities to  \nVol 35 , 8 , December 2010 1  \nAustralian Journal of Teacher Education  \nbecome physically-educated individuals (Lee, Burgeson, Fulton, & Spain, 2007) . The provision of quality physical education curriculum can be affected by many factors, some of which can assist or hinder delivery and participation.  \nLiterature  \nInstitutional and Teacher-related Barriers to Physical Education Provision  \nBarriers within schools that restrict teachers providing physical education programs have been classified by Morgan and Hansen (2008) as being either institutional (outside the teachers ’control) or teacher-related (arising from the teachers ’behaviour) . The simplicity of this classification enables it to be applied to both primary and secondary school settings.  \nPrevious research has highlighted many institutional barriers including budget constraints, scarce resources, reductions in time provisions in the curriculum, the absence of professional development, the crowded curriculum itself and the lack of facilities and equipment (Commonwealth of Australia, 1992; Hardman, 2008; Le Masurier & Corbin, 2006; Morgan & Hansen, 2008) . Similarly, Dwyer et al. (2003) reported that the lower priority given to physical education, the absence of performance measures for physical education and activity, and insufficient infras","cbCaivIaCxcMerxJ","https://ap.wps.com/l/cbCaivIaCxcMerxJ","pdf",484894,17,"English","# Introduction\n# Literature\n## Institutional and Teacher-related Barriers to Physical Education Provision","[{\"question\":\"What was the purpose of the online questionnaire in this study?\",\"answer\":\"To establish barriers that physical education teachers face when implementing physical education in Victorian state secondary schools, and to examine teacher-perceived obstacles to student participation.\"},{\"question\":\"What types of barriers were most prominent?\",\"answer\":\"Institutional barriers were largely predominant, although many respondents also recognized personal difficulties in engaging students.\"},{\"question\":\"How did student interest factor into participation?\",\"answer\":\"Teachers perceived that students’ own low interest and peers’ influence both affected participation choices.\"}]","Australian Journal of Teacher Education - Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools | PDF",1792079075,43]