A Physical Literacy Index: Identifying students for intervention through standards-based assessment
— Brian Dauenhauer and Taemin Ha
According to SHAPE America, quality physical education promotes physical literacy by addressing five core standards: motor skills, knowledge, health-related fitness, personal and social behavior, and values. The purpose of this paper is to introduce a physical literacy index, identify resources that could be used to assess physical literacy, and provide an example of how one team of physical education professionals used a physical literacy index to identify students in need of additional support.
Transitioning from Students of Teaching to Teachers of Students: Maximizing your marketability
— Julene Ensign
During the undergraduate years, the transformational process of a successful transition from student to educator requires attention to not only developing professional dispositions such as collaboration, respect, reverence for learning, reflection, flexibility, and responsibility but also to the process of maximizing marketability. As such, a three-pronged approach that includes building a positive social media presence, preparing a vibrant professional portfolio, and developing applicable professional competencies is warranted.
Assessment for Learning in Physical Education: Practical tools and strategies to enhance learning of games
— Lena Chng and Jacalyn Lund
This article aims to share three assessment for learning tools and strategies PE teachers can use when teaching games: (1) Hit map for net-barrier games; (2) Heat map for territorial/invasion games; and (3) Statistical count tool for games. This article also shares some considerations to note when implementing peer-assessment tools.
Preparing Physical Educators to Manage Teacher/Coach Role Conflict
— Christopher Mellor, Karen Gaudreault and Jayne Jenkins
This paper provides a brief overview of teacher/coach role conflict and possible implications if inappropriately managed. Following this, the authors provide suggestions on how to prepare pre-service teachers (PSTs) to manage this conflict by outlining coursework to be included in physical education teacher education programming and practical experiences designed to expose student teachers to the various socializing factors and the socio-politics of schools.
Teaching Tennis Footwork Techniques in School Physical Education
— Junyoung Kim and Xiuye Xie
The purpose of this paper is to present a content map and sequenced learning tasks to teach tennis footwork techniques in a physical education setting.
THE LAW AND YOU:
An Unlawful Sexual Conduct with a Minor Case Appeal for a High School Basketball Coach
— Mike Stocz and Savannah Stewart
The Eighth District Court of Appeals in Ohio considered an appeal from the defendant, stating that the State of Ohio failed to prove their claims, prosecutorial misconduct, and that the Trial Court erred procedurally.
Infusing Self-Advocacy Training into Physical Education
— Ruth Childs and Lauren J. Lieberman
Physical Education is the perfect place to learn self-advocacy skills. Through the practice of Self-Advocacy, children will find and utilize their voices in the classroom and beyond. Self-advocacy teaches students how to speak up, make life decisions, gather information, find those who will support them in their journey, know their rights and responsibilities, solve problems, reach out to others when they need help and friendship, and learn about self-determination.
Closing the Gap: Teaching Physical Education Post-Pandemic
— Ten Leng Goh
In this article, circumstances surrounding and consequences resulting from teaching physical education during the Covid-19 pandemic will be discussed. Importantly, suggestions to teaching physical education in the event of returning to full in-person instruction post-pandemic will be provided.
21st Century Physical Education Ambassadors and Architects
— Emily Jones, Zack Beddoes, and Hal A. Lawson
This brief analysis is a call for action with fresh opportunities for leadership and innovation. Teachers, teacher educators, and their allies need to take stock of needs and opportunities to serve as program architects and ambassadors. This is a game-changer because, until now, readers were charged with faithful implementation and advocacy for what others prioritized. In contrast, in today’s world, a growing number must be like architects for new school program designs.