JOPERD cover
April 2022



JOPERD: Journal of Physical Education, Recreation and Dance

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  April 2022 (Volume 93, Issue 4)

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Table of Contents

Free Access Article
The Importance of Interactions in Online Instruction: Part 1: Learner-Instructor
Gi-cheol Kim, Rachel Gurvitch, Kacie V. Lanier, and Angela Carmon

Following Moore’s conceptual framework of the three types of interactions: 1) Learner –Instructor, 2) Learner-Content, and 3) Learner-Learner, the mini-feature “The Importance of Interactions in Digital Pedagogy” discusses applications of core practice principles in online higher education Kinesiology courses.

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Integrating Physical Activity into the Classroom through Fun Innovative Time (F.I.T.) Breaks: A practical guide
Larry Katz, Justin Guenther, Jillian Ball, Stephanie Bailie, Michael Lowenstein, and Patricia Doyle-Baker

This article presents the concept of a physical activity break called “Fun Innovative Time” (F.I.T.). F.I.T. Breaks are designed to be fun, engaging, and educational for students, while providing opportunities for them to develop their leadership, teamwork, and creativity skills. The four phases of a F.I.T. Break are explained in this article: 1) Understanding Physical Activity; 2) Integrating the Curriculum; 3) Creating a F.I.T. Break; and 4) Reflecting on a F.I.T. Break. Therefore, the goal of this article is to serve as a practical guide for teachers, educators, and student leaders on how to implement F.I.T. Breaks into elementary and middle-school classrooms.

Transitioning to Online Secondary Physical Education: Ideas from a middle school teacher
Pamela Hodges Kulinna and Sabrina Cox

The purpose of this article to share ideas on developing an online Physical Education program by sharing resources and experiences from a middle school teacher and her students. The article starts by presenting current online Physical Education models. Next, reasons that online programming may be used, even concurrently with in person learning, are discussed. This is followed by planning ideas for an online Physical Education program. Lastly, a teacher and her students’ learning experiences as well as sample lesson ideas are shared.

Facilitating Preservice Teachers’ Learning through Online Professional Learning Community
Xiuye Xie

The purpose of this paper is to present three professional engagement activities that are embedded in one online PLC named Health Teacher Central: (a) accessing to professional learning community; (b) pair and share; and (c) be an educated consumer. It is suggested that teacher educators can integrate these activities into their methods course or curriculum to facilitate preservice teachers’ understanding of the profession, seeking for social and professional support, and gaining knowledge concerning school contexts, health curriculum, and pedagogies in teaching school health.

K-Pop: An interdisciplinary approach to teaching dance and culture in general physical education
Chan Woong Park, Minhyun Kim, Myung Ha Sur, and Jun-Hyung Baek

Korean Pop culture (K-pop) is gaining more fan bases and interest around the world. However, many educators in the U.S. may not be fully aware of the K-pop cultural phenomena. The main aim of this article is to provide a brief history of K-pop and highlight the educational benefits of interdisciplinary lessons in physical education class through a K-pop dance unit. Additionally, it will provide practical K-pop dance unit and lesson ideas for current practitioners and discuss implications of adding K-pop dance unit in PE curriculum.



Equal Protection: Race and ethnicity discrimination
Tonya L. Sawyer

Black students of Barbers Hill Independent School District wear their natural hair in locs as an outward expression of their Black identity and culture. When the students’ locs grew long, the District advised them that they would need to cut their locs to comply with the District’s hair length policy. Seeking to maintain their culturally significant hair styles, the students refused. Had the students been female, their hair would not have run afoul of the District’s hair length policy. But because they are male, the District disciplined them for noncompliance.

Teaching core training exercises for children during COVID-19
Bijen Filiz, Ferman Konukman and Ertan Tufekcioglu

Due to COVID 19, children have not been able to go to school and move enough since March 2020. In this process, the measures taken such as the prolongation of the stay at home, social isolation and quarantine caused children to delay their physical activities and stay away from these activities. As a result, this may have caused weakness in the musculoskeletal system of the children. Therefore, children can be given simple and applicable core exercises to increase their trunk-muscle endurance, improve mobility and flexibility, in online education at home or in physical education classes at school. These exercise drills will be beneficial for protecting children's health, preventing injuries and strengthening the core. Moreover, many of these drills do not require any extra equipment. In conclusion, the purpose of this article is to provide practical ideas about how to apply core training exercises for children at home.

Tracking Physical Activity Just Got a Whole Lot Easier: Using fitness platforms to track student progress
Denis Schulz, Ashley Phelps and Tim Mousel

This article will focus on five fitness tracking programs that can be used starting in Kindergarten all the way to adulthood. With the elimination of paper workout logs in mind, software developers have created easy-to-use interfaces that allow both educators and students to monitor their activity progress throughout the course of the semester or academic year. These fitness tracking platforms include optional, anonymous leaderboard participation, nutrition logging of macronutrients, personalized workouts for students generated based on fitness goals, daily updates on current activity grades, and pre- and post-test fitness component features, to name a few.

Quality Physical Education: A student’s perspective
Brent Heidorn

The purpose of this article is to provide an overview of quality physical education from the lens of fictional high school students who are enrolled physical education classes. Providing insights from one of our key stakeholders (even fiction students) may propel us to further examine how we might continually improve our instruction and student learning, provide quality experiences, and increase the value of our programs.