Teacher fidelity to one physical education curricular model

This study addressed teachers' fidelity to one Physical Education curricular model.The theoretical framework guiding this study included professional developmentand fidelity to curricular models. In this study, teachers' fidelity to the DynamicPhysical Education (DPE) curricular model was measured for high and nonsupportdistrict groups. Participants were 20 Physical Education teachers. Ten teachersworked in a highly supportive district, while 10 teachers worked in nonsupportivedistricts. Data were collected using field notes, a DPE observation instrument, andinformal interviews. Two themes emerged from the data: (a) district support ledto higher teacher fidelity levels to the DPE curriculum, and (b) the teachers fromthe nonsupport district implemented management procedures differently than thehigh support district teachers.