Canada’s 150-minute ‘standard’ in physical education: a consideration of research evidence related to physical education instructional time

ABSTRACT

Though physical education instructional time varies across Canada, an idealised standard of 150 minutes per week has been identified, followed, and aspired to by many. For example, Canada’s ‘best performers’ with respect to physical education instructional time achieve 150 minutes of weekly instruction. Moreover, Canada’s national association for physical and health education supports this same benchmark, offering awards to schools that achieve it. However, while this standard exists in practice for some and as a goal for others, it exists without any notable or significant evidence underpinning the proposed standard. Consequently, the 150-minute standard seems to be a target number lacking substantiation. Given these observations, the purpose of the study was twofold. First, we aimed to conduct a scoping literature review so that it might be possible for one to more clearly rationalise this 150-minute position suggested by many. Second, within the sourced body of evidence, we sought to identify and describe what relationship, if any, exists between instructional time (particularly 150 minutes of instructional time) and familiar physical education-related variables (i.e. physical fitness, physical activity, movement competence, movement confidence, academic learning/readiness). Considering our findings from this literature review, we also offer insights and possibilities for future inquiry, practice, and advocacy.

KEYWORDS:

• Physical education
• instructional time
• learning time
• primary
• secondary

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Daniel B. Robinson, PhD, is Associate Professor in physical education and sport pedagogy within St. Francis Xavier University’s Departments of Teacher Education and Curriculum and Leadership. He is also the Chair of Teacher Education at St. Francis Xavier University and the Chair-elect of Physical and Health Education Canada’s Research Council. Dr. Robinson’s current research is focused upon physical literacy, social justice and critical pedagogy, immigrant newcomers’ physical activity, and physical education teacher education.

Lynn Randall, PhD, is Professor in the Faculty of Education at the University of New Brunswick (Fredericton). She teaches undergraduate physical education pedagogy classes to pre-service teachers and graduate classes in current educational issues. Dr. Randall’s current research interests focus upon physical literacy, teacher beliefs and understandings, and pre-service teacher education.

Douglas L. Gleddie, PhD, is Associate Professor in the Faculty of Education at the University of Alberta. He teaches physical education curriculum and pedagogy to undergraduate students. He also teaches graduate courses in health and physical education, reflective practice, physical literacy, and research methods. Dr. Gleddie’s research foci include: narratives of physical education, school sport, physical literacy praxis, meaningful physical education and, teacher education.

Joe Barrett, PhD, is Associate Professor in the Faculty of Education at Brock University. Dr. Barrett’s research is associated with school health policy as well as pedagogies and practices related to health and physical education, culturally responsive teaching, and sport coaching. Dr. Barrett teaches undergraduate and graduate courses in health and physical education curriculum and instruction and sport coaching pedagogy.

Stephen Berg, PhD, is Associate Professor in the Okanagan School of Education at the University of British Columbia. He teaches physical and health education curriculum and pedagogy to undergraduate students and graduate courses in research methods. Dr. Berg’s research focuses on how outdoor environments in early childhood centres affect the physical activity levels of children, a psycho-social sport program for at-risk adolescent females, and implementing and evaluating interventions addressing community-identified health priorities.

ORCID

Daniel B. Robinson http://orcid.org/0000-0002-4608-361X

Douglas L. Gleddie http://orcid.org/0000-0002-0462-8546