Children and adolescents around the world fail to meet the recommended physical activity guidelines, and children and youth of color tend to have lower physical rates than white students (WHO, 2020; Kriska, 2000). There is also a big gap in the United States between the diversity among students and their predominately white teachers, so there is an urgent need to develop teachers’ intercultural sensitivity to promote the health of all students (Burden et al., 2004). Moreover, research shows that teachers may enter their school sites unaware of their fears and stereotypical beliefs (Hodge, 2003; Sparks, 1994). Therefore, the overall purpose of this ongoing study is to explore the impact of an on-campus practicum experience on dispositions toward teaching and coaching in diverse settings. This qualitative research study is rooted in contact theory (Allport, 1954), which has been used to study the attitudes and behaviors of physical education students toward working with children of diverse backgrounds and abilities (Hodge et al., 2003). Children of color from local families participate each year in a sports activity program offered through a university elementary physical education course. Data were collected through self-reflective journals and analyzed through thematic analysis. Through eight weekly journals, the 21 students facilitating the program reflected on how they felt before, during, and after the experience, challenges and successes, interactions with children and parents, and changes in their own communication, attitude, and behaviors. Preliminary findings indicated that the practicum experience challenged their assumptions about children’s physical activity preferences and abilities based on their race, suggesting that experiential learning can provide students meaningful opportunity to gain confidence and positive attitudes toward teaching children from different racial backgrounds.

References:
[1] Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
[2] Burden, J. W., Hodge, S. R., O'Bryant, C. P., & Harrison, L. (2004). From colorblindness to intercultural sensitivity: Infusing diversity training in PETE programs. Quest, 56(2), 173-189.
[3] Hodge, S.R. (2003). From ethnocentricism to ethnorelativism: Advocacy for implementing diversity training and multiculturalism in PETE programs. Chronicle of Physical Education in Higher Education, 14(3), 15-16.
[4] Hodge, S. R., Tannehill, D., & Kluge, M. A. (2003). Exploring the meaning of practicum experiences for PETE students. Adapted Physical Activity Quarterly, 20(4), 381-399.
[5] Kriska, A. (2000). Ethnic and cultural considerations in assessing physical activity. Research Quarterly for Exercise and Sport, 71, 47-53.
[6] Sparks, W.G. III. (1994). Culturally responsive pedagogy: A framework for addressing multicultural issues. Journal of Physical Education, Recreation, and Dance, 65(9),33-61.
[7] World Health Organization (WHO). (2020). Physical activity. https://www.who.int/news-room/fact-sheets/detail/physical-activity

Keywords: Sports, physical education, cultural competence, race, experiential learning, practicum.