Table of Contents
If You Must Cut Athletes from School Sport Teams, Consider Best Practices
– Lauren Sulz, Douglas Gleddie, Louise Humbert, & Adam Zajdel
Previous and current literature tends to overlook the practice of deselecting, or “cutting,” athletes from school sport teams. In particular, the perspectives of those directly involved in the cutting process have been largely unexplored in research studies, and the practice of cutting has not been addressed in terms of which methods are best for the athletes involved. This article aims to provide an understanding of the practice of cutting from the perspectives of teacher-coaches, parents and athletes. The authors explored cutting practices and perspectives; the physical, social and emotional effect on athletes; and strategies for best practice. This process involved surveying and interviewing teacher-coaches and athletic directors, as well as interviewing student-athletes who had been cut and their parents – all with a goal to further understand the varied perspectives and effects of cutting as a practice. Finally, for those coaches who have to cut athletes from their teams, best practices will be shared. These clear and concise strategies and examples will help coaches and athletes cope with what are often difficult decisions for all involved.
When a “One Size” Model Doesn’t Fit All: The Building Healthy Schools Program
— Elizabeth Hivner, Alicia Hoke, Erica Francis, Tiffany Ricci, Claire Zurlo & Jennifer Kraschnewski
Although research suggests various effective interventions to curb obesity, there remains a gap between current evidence and sustainable practice in schools and communities. School settings present a logical platform for this work, since children spend much of their time in school. This article describes the Building Healthy Schools Program, a school-based partnership model that builds on the comprehensive school physical activity program framework by incorporating technical assistance and components of the Whole School, Whole Community, Whole Child model. The utilization of evidence-based models, alignment with the standard school structure, and flexibility to meet districts “where they are” makes it possible for any school district to replicate the program, effectively connecting the gap between obesity-prevention research and community practice.
Think Tank Sessions: Using Structured Decision-Making to Inform PETE Program Revisions
— Emily Jones, Karen Gaudreault, Mary Henninger, & Skip Williams
The purpose of this article is to provide physical education teacher education (PETE) faculty and program directors/administrators with an introduction to stakeholder think tanks as a structured collaborative decision-making approach for conceptualizing the integration of contemporary, practice-oriented issues into university-level teacher preparation programs. To do this, the authors outline and describe a five-step process used to facilitate a think tank session with K-12 practitioners to address the implementation of program and policy advocacy within a PETE program. The five steps are: (1) explore, (2) define, (3) brainstorm, (4) share and expand, and (5) vote. The authors propose that building and strengthening partnerships with K-12 practitioners that focus on building a shared vision, fostering open and ongoing communications, and collaboratively producing knowledge can enhance the quality of teacher education programs and program graduates.
Implementing Successful School Run Clubs: Lessons Learned from a District-Level Initiative in Boston Public Schools
— Daniel Schulz, Daniel Hatfield, & Christina Economos
No one-size-fits-all strategy works to increase physical activity (PA) at schools. To realize success, practitioners need flexible PA programs to support the multi-component comprehensive school physical activity program (CSPAP) approach. Walk/run programs have the potential to provide this flexibility and some have demonstrated increased physical activity at school. Walk/run clubs may be particularly amenable to widespread adoption given that they require limited equipment, facilities or training among adult leaders; their implementation can occur at diverse times before, during or after school; and they demonstrate high levels of acceptability among children, parents and administrators. This article shares both the challenges and best practices of 85 schools participating in a district-level walk/run club initiative. These actionable findings can inform practice at the thousands of schools nationwide already providing walking and running programs or other schools looking to implement such a program. Incorporating the suggested tactics, such as setting moderate goals, using incentives judiciously, emphasizing fun, and fostering a supportive PA environment, may help other practitioners lead effective walk/run programs.
The Use of Mobile Phone Applications for Concussions when Athletic Trainers are Not Present
— Jason Boyle, Julie Howard, Sandor Dorgo, & Anthony Salvatore
Concussions continue to be an injury that is confusing for healthcare professionals, athletes and parents alike. This confusion stems from the fact that not every concussion presents or resolves in the same way. What is known, however, is that coaches must have appropriate screening and identifying practices in place for every athlete at every level. This article reviews which smartphone applications follow best-practice guidelines for helping parents and coaches at the youth level when a concussion is suspected. Collegiate and professional athletes have access to an athletic trainer and often a team of doctors to help in the diagnosis of a concussion, but coaches must find a way to help the younger athletes who often do not have an athletic trainer available to them immediately following an injury.
THE LAW AND YOU:
Recent Rulings from the Courts Affecting HPERD Professionals: The Dangers of Responsibilities Assigned to Concussed Athletes
— Mike Stocz, Alonzo Maestas, & Min Hyun Kim
A high school freshman suffered post-concussive syndrome after receiving multiple head injuries stemming from assigned actions in the physical education classroom and extracurricular school-sponsored activities.
Designing an Innovative Basketball Sport Education Season
— Luis Estrada Oliver and Anthony Meléndez Nieves
The purpose of this article is to provide innovative activities and assessments that PSTs can implement effectively to address how to bridge theory and practice when teaching the sport education model.
Social-Emotional Learning, Health Education Best Practices, and Skills-Based Health
— Jeff Bartlett
There are natural connections between a skills-based health education classroom, the SHAPE America appropriate practices for health education, and social-emotional learning (SEL) competencies. This article describes how health educators can incorporate SEL topics into their lessons.
Extra! Extra! Read All About the Shift in High School Physical Education
— Guy Le Masurier
This article describes the use of a five-part personal program planning process through which physical and health educators can help students to conduct self-assessments, set measurable goals, select supportive activities, develop a plan, and monitor progress.
How Inclusive Is Your Physical Education Class? Introducing the Lieberman/Brian Inclusion Rating Scale for Physical Education
— Lauren J. Lieberman, Michelle Grenier & Ali Brian
Many children do not feel included in integrated physical education settings, despite teachers’ efforts to include them. This article describes the use of the Lieberman/Brian Inclusion Rating Scale for Physical Education to rate the effort the teacher makes to include all children.