Table of Contents
Professional Learning Communities in Physical Education: Preparing Teachers to Thrive
– Zack Beddoes, Keven Prusak, and David Barney
This article explores how physical education teacher education (PETE) programs can prepare physical education professionals for PLC engagement. A requisite competency domain for PLC engagement can be described as “co-assessment literacy” or “closing the loop” of a results cycle (utilizing assessment data to monitor student learning and improve teaching practice). Using a little-known process assessment called a Programmed Practice Sheet (PPS) can be an efficient way for a physical education PLC team to close the loop. The article concludes by describing how a PETE program utilized PLC structures, principles, and language in guiding undergraduate students in the process of research inquiry. Research inquiry concepts and the PLC results process for closing the loop are explored and compared.
Developing teacher candidates' professional advocacy skills through persuasive storytelling
- Hayley Morrison and Jenna Lorusso
In this article, a structure for how to craft persuasive stories is provided (i.e., the Narrative Policy Framework tenets of: establishing a plot, casting a set of characters, and highlighting a clear moral) and is integrated into a learning exercise/assignment outline alongside a sample evaluation tool. Possibilities to extend the learning exercise/assignment are also provided, including peer assessments of persuasiveness as well as reflecting on the experience of sharing persuasive stories with intended audiences. Also shared are teacher candidates’ testimonials on the value of the persuasive storytelling learning exercise/assignment for developing their capacity to effectively advocate for change within their current and future educational roles.
‘One Good Idea’: A Physical Education Teacher Education project advocating for LGBTQ+ students in school physical education
- Dylan Scanlon, Claire Walsh, Brigitte Moody, Matthew Loughnane, Padraig Kelly, Martin McManus, and Daniel Browne
This article is co-written by teacher educators and pre-service teachers, and shares practical examples of how to design and enact a ‘One Good Idea’ project titled: ‘How We Can All Be Allies’. This project allowed pre-service teachers the space to engage with and explore social justice issues, enhance advocacy skills, and to ‘think outside the box’ in supporting marginalized school students.
Resistance Training in Secondary Physical Education: Recommendations to Improve Teacher Content Knowledge
- Sean Fullerton and Karen Gaudreault
The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional development opportunities for in-service teachers, 3) Offer certifications within PETE program course work and professional development opportunities, and 4) Work towards standardization of content knowledge regarding adolescents and RT to provide a starting point for PETE programs and professional developments.
The Utility of the Youth Activity Profile for Assessing and Promoting Physical Activity in Physical Education
- Gregory Welk, Gabriella McLoughlin, Joey Lee, and Javier Carrasco
The purpose of this article is to describe the nature of the YAP assessment and the utility for enhancing instruction as well as for school-level monitoring and evaluation. Emphasis is on the results from a brief case study that employed the YAP as part of standardized school assessments to guide program planning and school activity promotion efforts.
Implementation of Self-Talk Cues for University Instructional Physical Activity Programs as a Best Practice Approach
- David Cutton and Daniel Burt
The purpose of this article is to help instructors or other types of faculty to develop their own ST activity cues by working with individual students, or with the entire class in order to increase the students’ role in affecting the learning process.
THE LAW AND YOU
Recent Rulings from the Courts Affecting HPERD Professionals: Coaches Can Pray on their Own Privately but Cannot Lead Student Athletes in Prayer
- Tonya L. Sawyer
This case involved a high school football coach in Bremerton, Washington. The defendant at the end of each game would privately pray at the middle of the football field. The practice was soon joined voluntarily by the players and others. The school board’s attorney became concerned the practice would be seen as infringing on the Establishment Clause of the First Amendment separating church and state. The board attempted to negotiate with the Defendant to pray elsewhere or at a later time, but Defendant continued the practice. His contract was not renewed, leading the Defendant to sue the board and lost then appealed to the Ninth Circuit which ruled in favor of the school board and their argument regarding the Establishment Clause.
Benefits of Resistance Training for High School Distance Runners
- Timothy Redman and Pamela Beach
Resistance training can provide many benefits to distance runners, but is often either overlooked or not effectively incorporated into a distance runner’s practice schedule. Thus, when appropriately planned and practiced, overall distance running economy can be improved by resistance training. This paper examines the benefits of resistance training for distance running in high school athletes to improve running experiences and competitive performances.
Preparing for the Era of Cross-Professional Collaboration to Promote Physical Activity in Early Childhood Education Settings
- Jihyun Lee, Andrea Golloher and Seung Ho Chang
We as Physical Educators often put emphasis on the model in which we use to guide our instruction, but how often do we use a framework to guide all the models we use? Having a common underlying framework to that acts as a rudder to steer your class, and even your professional ship, is becoming more and more important to me as an educator. This is something outside of your “why” as a teacher, and much more focused on getting to the core of why you are choosing to teach the way you teach, as opposed to just, why are you a teacher.