Community Inquiry Project- Annotated Bibliography

Tentative Research Question: Problems facing teachers and students in urban PE classrooms and solutions devised; what role does a teachers’ ability to relate to their students play in minimizing these problems and creating solutions (in order to improve their PE programs)?

Annotated Bibliography


Mary Henninger, Margo Coleman. (2008). De-escalation: How to take back control in
your urban physical education classes. Strategies, 21(3), 11-14. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 1419863501).

Henninger and Coleman demonstrate useful ways to provide urban physical educators with a set of tools/behaviors that can be used to establish and maintain order in their classrooms. It stresses maintaining order through de-escalation. De-escalation consists of two skill sets, proactive and reactive. These techniques are designed to minimize the effect disruptive situations have in the classroom. Proactive techniques refer to skills used to gain and maintain mutual respect between teachers and students. Reactive techniques refer to skills used to deal with minor behavior disruptions once they've occurred in an effort to minimize the disruption and prevent it from escalating. A teacher knowing their students is the first step to successfully using both proactive and reactive techniques.


Nancy D Brener, Sherry Everett Jones, Laura Kann, Tim McManus. (2003). Variation
in school health policies and programs by demographic characteristics of US schools. The Journal of School Health, 73(4), 143-9. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 327510551).

Data collected from school faculty and staff waslinked with current data on school characteristics. The findings showed no one type of school to be more likely than another to have all key aspects of a school health/PE program; regardless of school characteristics, all schools were found to be capable of implementing quality school health programs. While providing certain useful information, this article lacks an in depth look into the demographic characteristics of urban areas that cause difficulties on their PE programs such as a lack of adequate resources, student motivation, culture of poverty, etc.





Nancy Knop, Deborah Tananehill, Mary O'Sullivan. (2001). Making a difference for
urban youths. Journal of Physical Education, Recreation & Dance, 72(7), 38-44. Retrieved November 5, 2008, from ProQuest Education Journals database. (Document ID: 80442323).
There are many limitations in the lives of economically disadvantaged urban youths. Violence or fear of violence in schools and communities can severely limit adolescent involvement in healthy physical activity. If an activity cannot be conducted in a controlled environment where adolescents feel physically and psychologically safe, then students do not participate. The negative impact that poverty has on healthy behaviors may partly explain urban adolescents' lack of interest in physical education. This information is important because if youths are to value such programs, they need to see signs of progress toward their personal goals. To facilitate these goals, the teacher held the students and herself responsible for continued progress. From the students' viewpoint, the teacher's genuine concern for them and for the course content was the basis for building trust and respect. Lastly, students need time and a good reason to trust and respect each other and their teacher.


Nate McCaughtry, Sara Barnard, Jeffrey Martin, Bo Shen, Pamela Hodges
Kulinna. (2006). Teachers' Perspectives on the Challenges of Teaching Physical
Education in Urban Schools: The Student Emotional Filter. Research Quarterly
for Exercise and Sport, 77(4), 486-97. Retrieved November 4, 2008, from
ProQuest Education Journals database. (Document ID: 1177656311).


Teachers perspectives were analyzed to see how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Five main challenges identified significantly shaped teachers thinking about students and their careers. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. In order to overcome or manage those challenges programs need to incorporate the role of culture. Too often, focus is on foundational knowledge, content and teaching generic principles, while underemphasizing the role of culture in schools. Culture should shape how we view content, understand teaching principles, and parcel out coursework preparation. Teacher educators to spend much more time dealing with political, cultural, and social issues in the teacher development process. The relationship between students and teachers in urban areas depend on the teachers’ ability to connect to their students. Understanding and connecting with students is vital in order to have a successful PE curriculum in urban schools.


Catherine D Ennis, Melinda A Solmon, Barbara Santina, Susan J Loftus, et al. (1999).
Creating a sense of family in urban schools using the "sport for peace"
curriculum. Research Quarterly for Exercise and Sport, 70(3), 273-85. Retrieved
November 5, 2008, from ProQuest Education Journals database. (Document
ID: 44975290).

“Sport for Peace” curriculum was developed in order for teachers to modify games and equipment to maximize opportunities for student success in response to concerns in a school district regarding student violence, fighting, profanity, and physical and sexual harassment. Components include strategies for conflict negotiation, the requirement that all students play during every class, and rules requiring students to rotate through every position and responsibility. The Sport for Peace curricular structures fostered shared responsibility for learning, trust, respect, and a sense of family. Students of all skill levels felt successful and responded positively, creating a class community more conducive to engagement and participation. Results found that students felt responsible to their teammates, showed them respect as individuals, and developed a sense of trust that is typically unusual in urban schools. By creating a “safe place” for everyone, students can connect with others and know that their emotions and sense of self will be protected. This information reinforces the importance of trust and ability of the teacher to be able to relate to their students in order to provide them with a positive PE experience and necessary life skills.