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October 2022



JOPERD: Journal of Physical Education, Recreation and Dance

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  October 2022 (Volume 93, Issue 8)

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Table of Contents

Free Access Article
Fit to Teach: Uncovering the Hiring Process
Amy Gagnon, Matthew Martin and Tan Leng Goh

The purpose of this article is to share qualitative findings about a study that examined the factors that school leaders value when hiring physical education teachers. A second objective is to discuss the categories and themes that emerged through focus group interviews with school leaders, current PE teachers, recent physical education graduates, and Physical Education Teacher Education (PETE) students. Finally, tips and suggestions are provided for individuals who are involved in the hiring process or looking for physical education teaching positions. The results of the focus group interviews generated four themes: 1) job application criteria, 2) interview factors, 3) hiring concerns in physical education, and 4) mixed responses on “weight matters”.

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Implementation of a PAP index in high school and college: A way to foster students' physical literacy
Paul Godbout and Luc Nadeau

One part of becoming physical-activity literate is for students to learn how to monitor and regulate their physical activity practice (PAP). Godbout and Nadeau (2021) have recently put forward a simple, yet useful and novel procedure for helping older students (high school and college) monitor their PAP level. In so doing, the student considers the intensity, frequency, duration (time) and type of activity performed, the four components of the FITT formula. According to the intensity of the activity, one of four correction factors is applied (0.25, 0.50, 0.75, 1.00). Based on data recorded in a log, a PAP index is computed using the Physical-Activity-Practice Corrected Hour (PAP-CH) as unit of measurement. Reflecting on their physical activity log and resulting PAP index over a few weeks, students can establish their physical activity profile and regulate it if necessary.

Utilizing a Novel Game to Maximize Physical Activity Participation in Physical Education
Hynn-Ju Oh

This article provides sample standards-based formative and summative assessment templates, instructional strategies, and resources to teach students how a non-traditional game is played, the game of Quidditch.

Digital Projection for Teaching and Learning in Physical Education
Pamela Hodges Kulinna and Aaron Mason

The purpose of this article is to provide a brief overview of the history of projection in education, discuss potential benefits to using projection technology, and finally share ideas for the use of projection throughout typical lesson content (e.g., introductory, skill, fitness and game activities) for Physical Education programs. This is also done to promote new perceptions regarding an educational technology that otherwise might be perceived as not applicable in Physical Education contexts; and share the potential positive outcomes from use.

Teaching fundamental movement skills through play-based pedagogy
Rachael Jefferson-Buchanan

The teaching of fundamental movement skills (FMS) such as catching, throwing, running, jumping and rolling is widely accepted as the cornerstone of physical education in the primary school. However, there is limited debate about the use of different pedagogical approaches when teaching FMS. In this article, advice is offered for teachers vis-à-vis how FMS can be effectively learned, and the potential benefits of doing so for young children are revealed. A review of the traditional ‘technocratic’ teaching of physical education is given in order to subsequently highlight the possibility of learning FMS in alternative holistic and child-centred ways. Notably, play-based pedagogy is explored as a meaningful medium for skill learning, enabling children to make significant transformations in their physical, cognitive and social capacities. Several practical ideas for teaching FMS through play are provided, and tangible examples of how to differentiate these FMS learning activities are shared, with an inclusive mindset for skill teaching advocated.

Beyond Lip Service: Making Student Voice a (Meaningful) Reality in Elementary Physical Education
Cassandra Ianucci and Melissa Parker

The purpose of this article is to discuss student voice as a meaningful pedagogical practice in elementary physical education to promote student agency and learning. Four questions are answered: What is student voice? How can authentic student voice be accessed? How and where might student voice be enacted in practice? And, how can student voice be listened and responded to inform our practice? Scaffolded strategies that can be implemented in practice, over time, to build the capacity of students to genuinely express their voice as well as the capacity of teachers to genuinely access and enact student voice to impact practice and student outcomes are suggested.

The Role of Exercise Intensity in Physical Education for Improving Body Composition
Thurston Sick

Obesity is a prevalent and ever-expanding issue across the country which affects many aspects of the afflicted lives. Schools can help combat the spread of obesity through the frequency of contact with students and the implementation of physical activity via physical education. However, many districts understaff and underfund physical education. It is imperative for physical education teachers to be able to affect change with limited time and resources. A review of the literature shows a clear path for how physical education affects body composition. The primary focus of this review of the literature explores the effects of incorporating high-intensity interval training into the physical education environment. The review of the literature primarily utilized systematic reviews, random control trials, and quasi-experimental designs. Researchers across the vast majority of the literature reviewed concluded that physical education incorporating high-intensity interval training or high-intensity interval training for adolescents leads to improvements in varying measures of body composition.



Maintaining and Providing a Safe Playing Environment
Tonya L. Sawyer

This article explores a case involving a former NFL player who was injured when he slipped on concrete surrounding the field. The resultant injury to his knee ended his season.

Off the Sidelines: Allowing Students with Disabilities Equal Access to the Gymnasium
Sarah Fuller, Lindsay Ball, and Lauren J. Lieberman

Under the Individuals with Disabilities Education Act (IDEA) of 2004 students with disabilities are entitled to specially designed physical education in the least restrictive environment outlined in their Individualized Education Program (IEP). Adapted Physical Education (APE) is physical education designed to meet the needs of all children including those with disabilities. It is the service that children receive not the placement. The Least Restrictive Environment means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, extracurricular activities, or any other program that non-disabled peers would be able to access.

How to Teach an Overhand Throw: A Knowledge Packet for Physical Educators
Seung Ho Chang & Jihyun Lee

Fundamental motor skills (FMS) are functional skills that serve as a critical component to helping children become independent movers and are the building blocks for more advanced sports skills. FMS are also strongly associated with physical activity behaviors in childhood and beyond. Because FMS are not naturally acquired with age, children need to be taught and reinforced. Physical education (PE) in a lower elementary setting plays a significant role in teaching FMS for children. However, studies found that some elementary PE teachers often utilize less effective instructional strategies while teaching FMS due to a lack of content knowledge . One way to improve teachers’ content knowledge for teaching FMS is using a knowledge packet including common content knowledge (e.g., the knowledge needed to perform a particular activity) and specialized content knowledge (e.g., the knowledge of errors and instructional tasks needed to teach a particular activity).