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Teachers mitigate constraints via school facilities and community resources, parent collaboration, and user fees, yet students do not fully meet curriculum objectives.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/implementing-a-physical-education-curriculum-two-teachers-experiences/596439/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/implementing-a-physical-education-curriculum-two-teachers-experiences/596439.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What research approach is used to study the teachers’ curriculum implementation experience?","Question",{"text":62,"@type":63},"The study uses interviews, observations, and document analysis. Data are organized using Brunelle et al.’s (1988) conceptual framework.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which factors constrained curriculum implementation?",{"text":67,"@type":63},"Constrain­ting factors include lack of time, inadequate equipment, large classes, heavy teaching loads, lack of professional development, and lack of consultant support.",{"name":69,"@type":60,"acceptedAnswer":70},"How did teachers try to facilitate implementation despite the constraints?",{"text":71,"@type":63},"Teachers used school facilities and community resources, worked with parents, and established user fees to support curriculum delivery.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},596439,1792161159,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Implementing a Physical Education Curriculum:  \nTwo Teachers’ Experiences Jessica L . Fraser-Thomas Charlotte Beau doin  \nIn this article, we present a case study of two teachers’ experiences implementing ajuniorhigh school physical education curriculum. Using interviews, observations, and document analysis, we organized our data around Brunelleetal.’s (1988) conceptual framework. Our results noted several constraining factors to implementation: lack of time to achieve outcomes, inadequate equipment, large classes, heavy teaching loads, lack of professional development, and lack of consultant support. To facilitate implementation, teachers used school “exploratories” and community facilities, worked with parents, and established user fees. Data indicate that, despite teachers’ best efforts, students did not meet all curriculum objectives.  \nKeywords: physical education curriculum, curriculum implementation, Nova Scotia curriculum implementation, case study  \nCet article traite d’une étude de cas portant sur l’expérience de deux enseignants dans l’implantation d’un programmed’éducation physique dans une école secondairede premier cycle. Les donnéesont été organiséesselon Brunelleet al. (1988) en utilisantdes entrevues, des observations eten faisantune analyse documentaire. Les résultatsdémontrentplusieurs facteurs limitatifs à l’implantation : manque de temps pour atteindre les résultats, équipementinadéquat, nombre élevé d’étudiants dans les classes, charges d’enseignement trop lourdes, manque deformation continue et manque de service desoutien. Pour faciliter l’implantation, lesenseignants utilisent les « school exploratories » et l’équipement communautaire, travaillent avec les parents et imposent des frais d’utilisation. Les résultats indiquent que, malgré les meilleurs efforts des enseignants, les étudiants n’atteignent pas tous les objectifs du programme.  \nMots-clés : programmed’éducation physique, implantation du programme, étude decas del’implantation d’un programme en Nouvelle-Écosse  \nIt has become common knowledge that daily physical activity helps children maintain a healthy lifestyle (Nova Scotia Department of Health, 1995) . Recent findings indicate that Canadian children are less active and more obese than ever before (Tremblay & Williams, 2000) because  \nCANADIAN JOURNAL OF EDUCATION 27, 2 (2002): 249–268  \n250 JESSICA L. FRASER-THOMAS & CHARLOTTE BEAUDOIN  \ntelevision, computers, and video games have created the “first full Nintendo generation”(Arnold, 2000, p. A1) . Because children must attend school until the age of 16, the logical place for physical activity habits to develop is in the schools. Much research, however, indicates that physical education (PE) programs have provided minimal physical activity opportunities (Stork & Sanders, 2000) .  \nBecause the Surgeon General’s Report (United States Department of Health and Human Services, 1996) demonstrated a clear link between inactivity levels and health problems in children and youth, government bodies and health promoters have developed many initiatives to improve young people’s health and fitness. Ministries of education, driven by concerns for young peoples’ health and fitness, have developed new PE curricula in most Canadian provinces (Luke, 2000) and in other countries (Penney, 2001) .  \nIn the fall 1999, Nova Scotia released a new PE curriculum for grades 7– 9, midway through a four-year phase-in period of new PE curricula for all grade levels. The goal of this curriculum (Nova Scotia Department of Education [NSDE], 1999) was to enable students to become physically educated persons “who lead physically active lifestyles”(NSDE, 1999, p. 8) . The 179-page NSDE document defined objectives on several levels from general “essential graduated learnings” to specific outcomes for each grade level, in each movement category. The curriculum presents five movement categories: active living, outdoor activities, sport experience, dance, and educational gymnastic","cbCaioTVUY9ynDiP","https://ap.wps.com/l/cbCaioTVUY9ynDiP","pdf",576195,"English","# Model of Intervention\n## Variables of intervention (presage, context, program, process, product)","[{\"question\":\"What research approach is used to study the teachers’ curriculum implementation experience?\",\"answer\":\"The study uses interviews, observations, and document analysis. Data are organized using Brunelle et al.’s (1988) conceptual framework.\"},{\"question\":\"Which factors constrained curriculum implementation?\",\"answer\":\"Constrain­ting factors include lack of time, inadequate equipment, large classes, heavy teaching loads, lack of professional development, and lack of consultant support.\"},{\"question\":\"How did teachers try to facilitate implementation despite the constraints?\",\"answer\":\"Teachers used school facilities and community resources, worked with parents, and established user fees to support curriculum delivery.\"}]","Implementing a Physical Education Curriculum - Two Teachers’ Experiences | PDF",1792083083]