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models and are required to positively influence  student’s  development and behaviour. Research also  suggested that PE teachers are not just role models to students, but also to their peers and the student’s  parents (Chodzko-Zajko, Zhu, Bazzarre, Castelli, Graber, & Woods, 2008)  which may suggest that colleagues and parents  also observe if the PE teachers exemplifies good modelling  for the students of the school. How will this affect the delivery of quality physical education? In a study that examined whether a PE teacher’s physical appearance can affect their ability to teach, Melville and Maddalozzo (1988) found that an overweight PE teacher was rated significantly lower when compared to a healthy and fit counterpart. The students’ perceived the overweight teacher a negative role model with regards to their appearance and also though that the fit PE teacher was more knowledgeable than the overweight teacher. As the study only investigated appearance and did not account for other competencies, it can be surmised that the students immediately passed a judgment  on the knowledge of teacher based on his/her obesity. Will this negative perception of obese/overweight  teachers influence the learning outcome in PE? PE teachers have a significant impact on the child’s development and future careers after their school years (Spencer, 1998). PE is a subject where students learn by engaging in a variety of sports and physical activities. As PE teachers, one way  that we can engage students in fitness related activities is to be a good role model of physical fitness and health. An overweight PE teacher immediately takes away from student’s motivation since “he/she do not walk the talk.” IIII.  Plan of Action: Should obesity influence employability of PE teachers?A self-report data for a weight bias in five aspects of work life  shows that obesity is a general barrier to employment, certain professions and professional success. Obese individuals are at higher risk of encountering stereotypes concerning their work-related qualities (Giel, Thiel, Teufel, Mayer & Zipfel, 2010). A study by Jenkins, Caputo, & Farley (2005) exploring physical description and job attainment in PE also found that significantly overweight applicant with an above average GPA was less favored for hiring when compared to an average GPA candidate with good physical condition. Thomson (1996) explained that a PE teacher’s body type and composition defines one’s appearance. Participants of a study (Hooper, 2013) indicated that body image and appearance was important.  The participants highlight the importance of their PE teacher image by stating that PE teachers should model the correct image – slim,  athletically built, muscular, and in good shape. Further research has also concluded that a PE teacher’s physical appearance can cause students attitudes to respond in a negative way to their teacher (Melville & Maddalozzo, 1988). The literatures cited support these findings by stating that as PE teachers their professionalism and responsibility to demonstrate active and fit lifestyles and display positive appearance and behaviours are important factors in the delivery of quality physical education. In saying so, we, as PE teachers, should set an example to others by being model of health and fitness. Dean, Blair, Adams and Corneau (2005) suggests that if a PE teacher is displaying a physically fit appearance, students will be more inclined to listen and accept the information and advice from their teacher.

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