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May / June 2023


JOPERD: Journal of Physical Education, Recreation and Dance

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  May-June 2023 (Volume 94, Issue 5)

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Table of Contents

Free Access Article
Using Social Media to Build Perceived Mattering of Physical Educators

Denis Schulz and Karen Gaudreault

Social media has become an essential tool in social networking and content sharing. Our professional and personal lives have become inundated with social media platforms such as Facebook, Instagram, and Twitter. Educators are using these platforms increasingly as a way to remain current with developments in their respective fields. Social media can also support teachers in gaining knowledge, and receiving feedback and building relationships with educators around the world. Despite the prevalence of use within physical education, little research exists to understand how social media might enhance the work of physical educators. Given that physical educators experience marginality in their working environments, we propose that social media may provide a tool that can assist PE teachers in overcoming marginality and potentially increase their levels of perceived mattering. The purpose of this article is to discuss how physical educators can use social media to navigate marginality and increase perceptions of mattering.


Using Paralympic School Day and Sport Education Model to Increase Awareness and Inclusion of Students with Disabilities in Physical Education

Inclusion of students with disabilities in general physical education (GPE) is largely reliant on teachers' knowledge of disability and perceived competence to teach students with disabilities. The Paralympic School Day (PSD) is a field-tested educational model from the International Paralympic Committee consisting of activities that educate students and teaches about parasport, individual diversity, and disability challenges to raise awareness and understanding of individuals with disabilities. Similarly, the sport education model (SEM) can increase awareness and differentiate opportunities for students with disabilities to learn and engage in GPE. The PSD model in conjunction with SEM will help educate and enhance teacher’s competence to effectively implement inclusion in their GPE setting. This article will explain the PSD and SEM models and their alignment, outline strategies to incorporate PSD into a SEM season, and provide a sample disability sport unit plan incorporating PSD and SEM.

Wanted: Engaged Physical Education Cooperating Teachers

Cooperating Teachers are an integral part of physical education teacher education candidates’ field experience. With an increasingly diverse student population, it is important that teachers have the knowledge and skills to teach high quality, and socially-just physical education. In addition to the increased focus on equity, diversity and inclusion, the COVID-19 pandemic brought uncertainty and challenges for many teachers, as physical educators needed to navigate pandemic pedagogies, while re-examining physical education best practices. To best prepare candidates, there is a need for strong mentorship and support in fostering the development of candidates learning to teach today’s students. The purpose of this paper is to reiterate the necessary skills of cooperating teachers in supporting candidates, and to encourage cooperating teachers to examine their current pedagogical practices related to teaching online physical education, the implementation of social emotional learning in the curriculum, and strategies for teaching socially just physical education to meet the unique needs of K-12 students.

Developing Out-of-School, Community-Based Physical Activity Programs for Youth from Communities Affected by Poverty

Partnerships between communities and institutions of higher education have become central ways in which post-secondary students and faculty members interact with teachers and students in community environments. These partnerships can be challenging to develop, however, particularly given the numerous and shifting priorities of both schools and institutions of higher education. Acknowledging that much of this work is contextual, the purpose of this paper is to discuss lessons learned developing physical activity-based teaching personal and social responsibility programs in outside of school spaces for youth from communities affected by poverty. We focus on programs that also provide curricular and co-curricular learning opportunities for university students. Overarching recommendations include approaching partnerships with a sense of humility and interest in working alongside partners, adopting a humanistic approach that recognizes youth as people first, embracing a solutions-oriented mindset in approaching anticipated and unanticipated challenges, and making all decisions with thought and intentionality.

Talking the talk: Dialogic Mentoring in Physical Education

The core aim of physical education initial teacher training in England is to prepare associate teachers to become creative, inspiring, and highly skilled practitioners who will contribute to the teaching and development of the subject. School-based mentors play a critical role in this process, and an appreciation of their impact has raised the importance of understanding the nuanced way they work with associate teachers in school. This paper uses the framework of monologic and dialogic mentoring to identify and analyze effective mentoring practices. More specifically, it summarises some of the main findings of five research papers that the authors have written about mentoring and draws attention to the processes that are more likely to improve outcomes for associate teachers as they begin their careers in physical education.

Top Ten Tips for Doctoral Students in Physical Education: Navigating the Journey

Individuals who want to earn a doctoral degree aim to change or develop their careers. Some potential doctoral students have a clear goal to pursue a doctoral degree, some are uncertain if they can manage the rigor associated with a doctorate program, and others might have already been involved in their program. This article aims to provide insights and strategies for current and future doctoral students in physical education teacher education (PETE) during their doctoral journey. The article provides top ten tips to help current and prospective PETE doctoral students to be successful.

Islam and Youth Physical Activity in the US: 20-Year Update and Implications for Physical Educators

Islam supports participation in regular physical activity for health. However, various contextual factors related to the school setting, and traditional physical education curriculum and instruction may hinder full student engagement. The article's purposes are to (a) provide an update on and implications of research conducted with US Muslim youth on school and out-of-school physical activity, and (b) provide practical suggestions for how physical educators can create an education setting that optimizes their Muslim students' engagement.



Negligent and Reckless or Part of the Sport

This article examines a case in which an individual was injured during a karate drill and claims negligence and recklessness and proximately caused her serious bodily injury during a karate practice session.



Teaching new games among children should not be a new practice to many of students and yet, it does not mean that they will be able to do it well. Therefore, the teaching strategy of Learn-Teach-Play (LTP) seeks to create a simple three stage process in which students will practice their teaching and watch others model the same practice, facilitating their understanding and ability to disseminate their ideas.


Reevaluating The Latency Period Between CPR Recertifications Among Non-Allied Healthcare Providers

Cardiopulmonary Resuscitation, or CPR, is defined by the Mayo Clinic as a lifesaving technique that is useful in many emergencies such as a heart attack, stroke, choking or drowning, in which someone’s breathing and heartbeat has stopped. Under the guidelines put forth by the International Liaison Committee on Resuscitation (ILCOR) and the Emergency Cardiovascular Care organization (ECC), the American Red Cross and American Heart Association, the two largest CPR certification organizations in the US, currently require that an individual’s CPR certification be renewed every two-years. However, an increasing amount of data has suggested that non-allied healthcare providers, such as school-based personnel, may require more regular training and certification to maintain CPR proficiency levels.