Symbolism of Clothing: The Relationship between Teacher Clothing and Children’s Perceptions in Elementary School Physical Education

Abstract

Teachers of physical education (PE) have the responsibility to develop and teach programs that physically educate primary school children. How teachers achieve this aim is a critical consideration. Issues such as planning, delivery, and evaluation are constant themes of consideration; however, other areas of preparedness such as personal presentation are not often investigated. The purpose of this research study was to determine whether a primary school teacher’s choice of clothing in PE impacted children’s perceptions toward that teacher and the PE lesson. Primary school-aged children from six northern Alberta, Canada schools participated in the study. Quantitative data was collected through the use of a specificallydesigned Mannequin Clothing Assessment Questionnaire (MCAQ); while focus group interviews were employed to collect qualitative data. Both quantitative and qualitative data illustrated that teacher clothing is perceived by children to be important in PE lessons. Running shoes, athletic-style pants, and a golf shirt were perceived to be the most effective clothing choices for the ability to demonstrate, role modeling, safety, comfort, and mobility when teaching PE. This information may prove to be beneficial to the literature on effective teaching, teacher as a role model, and the symbolism of teacher clothing. Introduction Primary school physical education (PE) programs should provide breadth, variety, and educational experiences that help develop the whole child (Hickson, 2003). As each subject area can contribute unique strengths to educational programs, all subject areas must be taught effectively. In particular, research indicates that PE can positively affect child development (Fishburne, 2005; Pangrazi & Beighle, 2010; Physical and Health Education Canada, 2016). Children experience several benefits from quality PE programs such as: higher levels of selfefficacy; greater academic performance; less disruptive behaviour; less anxiety (Medina, 2008); improved physical skills (Rink, 2004; 2003); health benefits (Dauenhauer & Keating, 2011); and leadership opportunities (Lieberman, Arndt, & Daggett, 2007; Martinek & Schilling, 2003). In light of this understanding, it is essential that children are exposed to PE environments that promote teaching and learning (Hickson, 2003). Such environments would consist of wellplanned lessons with effective lesson delivery (Fishburne, 2005; Rink, 2006), proper assessment techniques (Metzler, 2005; Pangrazi & Beighle, 2010), and developmentally appropriate activities (Fishburne, 2005; Gleddie, Hickson, & Bradford, in press). PE environments that 21 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 promote learning such as providing opportunities to acquire knowledge, skills, and attitudes to choose healthy active lifestyles are often referred to as ‘quality learning’ environments (Cherubini, 2009; Hickson, 2003). In order for teachers of PE to develop quality learning environments, various teaching considerations are required. Although issues such as planning (Fishburne, 2005; LaBillois & Lagacé-Séguin, 2010), lesson delivery (Bradford & Hickson, 2014; Fishburne, 2005), and evaluation of learning (Metzler, 2005; Pangrazi & Beighle, 2010) are constant themes of consideration, other areas of preparedness such as personal presentation have received little investigation. As the role modeling of teachers (for example, behaviours, actions, appearance) can stimulate child development (Arthur, 2011), what a primary school teacher chooses to wear whilst teaching PE may be perceived by children as part of a teacher’s role modeling.