Integrating the health. moves. minds. Service-learning Program into PETE
– Joe Deutsch and Jenny Linker
Using whole child approaches and promoting the development of social and emotional learning skills are educational priorities in today’s K-12 schools. SHAPE America’s health. moves. minds. program helps school and community personnel address these priorities via movement-based lessons. PETE faculty can address several national standards and competencies by embedding this new curriculum and fundraiser within their existing curriculum while fostering teacher candidates’ knowledge and skills to address whole school approaches in their future career settings. This article describes how faculty at one PETE institution has progressively integrated health. moves. minds. throughout its program.
The A-Z of Social Justice Physical Education: (Part 1), (Part 2)
– Shrehan Lynch, Dillon Landi, Sue Sutherland and Jennifer Walton Fisette
Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different, however, specific practitioner orientated strategies to embark in more socially just practices are scarce in physical education literature. This two-part article provides an A-Z of social justice education series where practitioners are provided with examples of socially just physical education practices and ideas for use within classes. Resources for each letter are provided where educators can find more information.
Viewpoint: Provide and Protect the Essential Components
Efficacy of school-based SEL Programs: Aligning with Health and Physical Education Standards
— Tan Leng Goh and Mary Connolly
The Competencies and sub-competencies of the Collaborative of Academic and Social Emotional Learning (CASEL) are very closely aligned to skills-based health education based on the National Health Education Standards and SHAPE America Grade Level Outcomes but miles apart when it comes to recognizability, perceived need, efficaciousness, and implementation. It is the intent of this paper to demonstrate how current research, which indicates the benefits of teaching and learning SEL skills is related to the skills taught in health and physical education.
The A-Z of Social Justice Physical Education: Part 2
— Dillon Landi, Shrehan Lynch and Jennifer Walton-Fisette
Education has the ability to both reproduce and transform broader social structures. Yet, teachers’ responsibilities are constantly increasing whilst budgets, resources, and staffing are depleted. We argue that we are living in a time of great uncertainty and precarity. As physical educators, we should make attempts to be socially conscious of this precarity and provide equitable environments for all students. This paper (the second installment of a two-part series) is an attempt to make an important step in enacting a socially just and informed physical education program. In so doing, we highlight specific ways that teachers and teacher educators can prepare for and teach about precarity in physical education. By providing resources, readings, and examples from practice we provide a framework that promotes ethics of value, care, and zeal for others.
Strengthening the connection between differentiated instruction strategies and Teaching Personal and Social Responsibility: Challenges, Strategies and Future Pathways
— Fernando Santos, Ana Melo, Paul Wright, Cesar Sa, and Linda Saraiva
The Teaching Personal and Social Responsibility (TPSR) model has been considered a valuable tool to help students strive to reach their potential in physical education, sport and life. One of the core pedagogical beliefs behind TPSR is that learning experiences should be tailored to recognize and meet students’ developmental needs and abilities of each learner. The purpose of this article is to provide insight on the challenges, strategies and future pathways associated with strengthening the connection between differentiated instruction strategies and TPSR.
Core Practices for Preservice Teachers in Physical Education Teacher Education
— Kyuil Cho, Phillip Ward, and Kelsey Higginson
This article contributes to the ongoing discussion on practice-based teacher education in physical education teacher education (PETE) program. In this article we situate core practices within the practice-based teacher education movement, define and describe core practices for physical education and discuss how to use them in the PETE curriculum and in coursework. Defining the knowledge base of PETE, in this case in terms of core teaching practices has several advantages. First, it creates a consensus on what is the knowledge base which in turn can be refined or challenged. Second, it allows for a shared professional language to be used. Finally, it allows curriculum maps to be used to structure the intentional and detailed development of core practices across a PETE program.
Adapted Grading in Physical Education for Students with Disabilities
— Kristi Roth
An adapted grading system for students with disabilities in general physical education allows utilization of existing assessment tools such as rubrics and checklists and provides methods of individualization and modification based on the student’s needs. Adapted grading methods include weighting components class grades and unit assessments, calculating a level of difficulty score, and establishing supplementary grades including a level of attainment and level of independence grade. All methods discussed provide the general and/or adapted physical educator with strategies for generating valid numerical grades for their students with disabilities. Nontraditional grade reporting methods are also discussed.
THE LAW AND YOU:
Constitutionally Protected Free Speech
— Tonya L. Sawyer
This case raises the question of whether a public school can lawfully remove a student from an extracurricular activity for her profanity, transmitted off school grounds on a Saturday to fellow students.
Teaching Personal Protection and Safety to Middle School Students in Physical Education
— Giovanna Follo
The purpose of this paper is to continue to fill the gaps in personal protection and safety programs that are being taught in middle school that have been implemented by Banks (2015) and Potenza et al. (2013). The following teaching tips can enhance the effectiveness of students’ ability to survive and escape confrontations, their confidence in doing so, and increase their feelings of self-empowerment. The four main areas of discussion are program, myth busting, teaching progression, and realistic drills.
Breaking the Ice to Build Relationships: Using icebreakers to create new relationships, promote emotional safety and incorporate Social and Emotional Learning
— Dennis Patrick Dressel
The physical education classroom is a unique opportunity for students to participate in a variety of experiences that a normal classroom would not be able to provide. These experiences build attributes that students can use for the rest of their lives. Some of the attributes that students are exposed to include character, teamwork, trust, respect for themselves and others, goal setting, and building and maintaining relationships. Relationship building in particular is a very important skill that is used everyday throughout our students’ lives. Whether it be relationships with peers, parents, teachers or other school staff, students need to learn these life skills now in order to use them later in life with their bosses, coworkers, and significant others.
Provide and Protect the Essential Components
— Brent Heidorn
This article takes a look at the current educational climate during the worldwide COVID-19 pandemic, specifically the place that physical education has during this time. It explores the importance of maintaining standards-based learning and the essential components of physical education.