Congratulations to Christina Collins, who successfully defended her dissertation on June 23, 2026.
The title of Christina’s dissertation is, "A DESCRIPTIVE QUALITATIVE STUDY OF ELEMENTARY PHYSICAL EDUCATION TEACHERS’ PERCEPTIONS OF LIGHT PHYSICAL ACTIVITY."
The abstract of this study follows:
Overview of Problem: Childhood obesity, physical inactivity, and increasing sedentary behaviors remain significant public health concerns in the United States. Although schools are uniquely positioned to promote movement, physical activity recommendations and educational practices have traditionally emphasized moderate-to-vigorous physical activity, with limited attention given to the role of light physical activity in elementary physical education.
Research Purpose: The purpose of this descriptive qualitative study was to explore elementary physical education teachers’ perceptions of light physical activity and its role in fostering physical literacy among elementary-aged students.
Research Design: This study employed a descriptive qualitative research design grounded in physical literacy Theory. The study sought to understand how teachers define, utilize, and perceive the benefits and barriers associated with light physical activity in elementary physical education settings.
Sample: The study included 20 certified elementary physical education teachers from suburban school districts in the northeastern United States who had a minimum of five years of teaching experience.
Data Collection and Analysis: Data was collected through semi-structured interviews. Interview transcripts were analyzed using Yin’s five-phase qualitative data analysis process, which included compiling, disassembling, reassembling, interpreting, and concluding. Trustworthiness was established through member checking, peer debriefing, reflexive journaling, and an audit trail.
Findings/Results: Four themes emerged from the data: (a) light physical activity is inclusive and accessible to all students, (b) light physical activity serves as a multidimensional educational tool that supports physical, emotional, cognitive, and social development, (c) light physical activity is consistently integrated throughout elementary physical education instruction, and (d) technology and increasingly sedentary environments create barriers to children’s movement participation.
Conclusions/Implications: The findings suggest that light physical activity plays a meaningful role in supporting physical literacy development, promoting confidence and engagement, and reducing sedentary behavior among children. The study contributes to the growing body of literature supporting inclusive and developmentally appropriate movement experiences and provides implications for physical education practice, educational policy, and future research.
DISSERTATION COMMITTEE CHAIR:
Dr. Martin Fitzgerald
DISSERTATION COMMITTEE MEMBERS:
Dr. Kristie Lynch
Dr. Brandon Beck
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