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Teaching Physical Education in Urban Schools

What Was Found? The teachers reported fi ve unique challenges endemic to their urban schools that signifi cantly shaped their thinking about students and their careers. Some also shared the strategies they employed to meet those challenges. First, these urban teachers expressed frustration and anger about their lack of instructional resources (equipment, time, and facilities) and often felt guilt and regret due to the “second-rate” instruction they were forced to provide to the neediest of students. Some teachers quit, others learned to live with their emotions, while others attempted to move beyond their constraints by writing grants, soliciting donations, or purchasing supplemental equipment with their salaries. Second, the teachers struggled to provide culturally relevant pedagogy by offering a meaningful curriculum that connected with urban, minority youths, while also exposing them to curriculum beyond their geographical and cultural borders. They also struggled to provide coherent instruction to the growing number of immigrant, ESL (English as a Second Language) students. To face these challenges, teachers modifi ed pre-scripted lessons to refl ect students’ language and culture, thought deeply about the activities they taught, displayed images of diverse activities and athletes in their gymnasia, translated important curriculum documents, formed culturally diverse “buddyteams,” and learned key phrases in other languages for the benefi t of the ESL students. Third, these teachers dealt with community violence as it fi ltered into physical education classes. Concern, sorrow, and frustration were the most commonly reported emotions when discussing violence, as it had become students’ predominant means to resolve confl icts, to relate to one another, and to interact with teachers. This was cited as the number one reason for teacher attrition by those who stayed focused on social development and a confl ict-resolution curriculum. Fourth, to deal with the lack of community resources, teachers integrated more games into their curricula. Many expressed guilt for focusing on games rather than on skill development, regretting that they were unable to teach “as they had been trained.” However, they believed that contextual factors such as once-a-week physical education and students’ limited opportunities outside of school (e.g., familial obligations, lack of community programs and safe facilities) made it more important to focus on the emotionally satisfying side of the curriculum. Last, teachers struggled to teach in a “culture of basketball.” Tension, frustration, and guilt surfaced whenever the subject was discussed. Many teachers felt this way because of the game’s importance—often a tremendous source of social capital for urban minority youths—and resented the poor sportsmanship (taunting, jeering, and showboating) associated with the dynamics of the game. Some teachers felt guilty for being unable to motivate their students in other content and promote a quality physical education program. To overcome this, many teachers related other invasion games to basketball, used basketball as an incentive for participation in alternative content, or focused heavily on positive basketball units that rejected “ghetto” culture.