Table of Contents
Articles
Evaluating University Physical Activity Courses from Student and Instructor Perspectives
Christina Beaudoin, Tonya Parker, Karol Tiemersma, & Colleen Lewis
NASPE’s Appropriate Instructional Practice Guidelines for Higher Education Physical Activity Programs (2009) encourages programs in higher education to be sensitive to students’ interests and address their over-all well-being. The purpose of this study was to survey enrolled students' and faculty perspectives within an instructional physical activity program.
Using Theory to Support Classroom Teachers as Physical Activity Promoters
— Catherine Egan & Collin Webster
The purpose of this article is to provide an up-to-date, comprehensive review of the theoretically framed research on CTs’ classroom-based PA promotion and consider the implications of this research for the design of in-service professional development (PD) trainings that can be used to maximize staff involvement in CSPAPs.
The Role of Physical Educators in Addressing the Needs of Students Who Are Overweight and Obese
— Gregory Stewart & Collin Webster
This article reviews literature on overweight student perceptions regarding physical education and offers suggestions for the design and implementation of more quality learning experiences to better meet the needs of overweight students.
Promoting Physical Activity and Science Learning in an Outdoor Education Program
— Kevin Finn, Zi Yan, & Kyle McInnis
This article reviews literature on overweight student perceptions regarding physical education and offers suggestions for the design and implementation of more quality learning experiences to better meet the needs of overweight students.
Improvisational Theater Games: Team Building as a Perfomatory Emotionally Developmental Activity
— Joan Ingalls
Five improvisational theater games for building “teams” in the classroom or on the sports field are described in this article. Particular attention is given to understanding teams as challenging the hyper-individuality of modern culture. Improvisational theater games for team building are largely the activity of helping participants find a balance between individuality and group membership.
The Role of Physical Educators as Allies for Students Who Self-Injure
— Brent Heidorn & Julia Whisenhunt
In this article, the authors present a brief overview of self-injury, including demographics, types, and functions. In addition, the authors provide information on how to identify self-injury, have conversations with students about self-injury, and make appropriate referrals to the school counselor.
Departments
THE LAW AND YOU:
Flying vs. Jump Kicks: Defining Ordinary Action in Sport
— AAlex S. Purcell & Sarah J. Young
Megenty was injured while holding a standing padded bag when a fellow karate participant performed a jump kick instead of a flying kick into the bag. The Megenity v. Dunn ruling supports the general concept of primary assumption of risk and places the responsibility of understanding the associated risks of a sport on the participants.
TEACHING TIPS:
Healthy Choices with the Problem Based Learning
— Luis Estrada Oliver, Enid Rodríguez Ayala & Anthony Meléndez Nieves
Physical and health educators face the challenge of applying effective instructional approaches that motivate students to enhance their healthy eating habits. This article describes how the problem-based learning method can promote active learning and a motivational environment for learning about healthy eating.
VIEWPOINT:
Making the Case for Project-Based Learning (PBL) in Physical Education
— Sheri M. Treadwell
This article explains what project-based learning is and make the case for its implementation to promote physical activity during the school day by assigning students various projects aimed at increasing physical activity.