JOPERD cover April 2019
April 2019



JOPERD: Journal of Physical Education, Recreation and Dance

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  April 2019 (Volume 90, Issue 4)

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Table of Contents

Free Access Article
Creating and Confirming a Positive Sporting Climate
Colin Pennington

Very limited research explains students’ responses to specific motivational climates in sport, and many physical educators do little other than casually observe the sporting behaviors of students in their care. Therefore, the purposes of this article are to encourage physical educators and youth coaches to develop and maintain a task-mastery motivational climate, and to provide physical educators and youth coaches a tool to assess the presence of positive sporting behaviors: THOMAS — the hierarchical observation method for analyzing sporting behaviors. Results of related literature suggest that the volume of positive sporting behaviors is linked to the task or ego-oriented motivational climate created by the instructor. Hence, the instructor or coach plays a large role in the intended socialization of their students. It is recommended that instructors bear this in mind when establishing the culture of their class and climate of their sporting environment. Cooperation-based activities may be preferred over competition-based activities if developing positive sporting attitudes and behaviors is a main objective.

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Utilizing a Critical Service-Learning Approach in an Adapted Physical Education Course
Jihoun An & James Decker

Adapted physical education (APE) is offered as a course in most physical education teacher education (PETE) programs to better prepare preservice teachers (PST) in giving instruction to students with disabilities. As a growing pedagogical approach, service-learning (SL) continues to be integrated into the APE course, as a supplement to PSTs’ learning. Traditionally, SL activities focus on changing one’s own actions, attitudes or beliefs rather than challenging social problems that may exist in physical education for students with disabilities (e.g., power, privilege, social equality). Preservice teachers should be given an opportunity to develop the knowledge and skills necessary to teach students with disabilities from multiple dimensions (e.g., classroom, school, society). Likewise, they should also be prepared to become active agents in creating unbiased programs for students with disabilities. Therefore, this article introduces the concept of a critical service-learning approach as an effective pedagogy within an introductory APE course. Specifically, it is a method that focuses on a social-justice orientation which can be utilized to empower PSTs beyond the PETE setting.

Concussion and the Student's Return to the Classroom
Lindsey Stokes & Kari Hampton

This article seeks to give practical examples of how teachers can promote the development of students’ affective learning using two cooperative learning structures: Student teams assessment divisions (STAD) and jigsaw classroom. It also includes a taxonomy aimed to help teachers value and assess their students’ affective learning. The article concludes by suggesting that if physical education is serious in its commitment to help all students learn across the different learning domains (i.e., physical, cognitive, social and affective), teachers need to be more selective in their choices of pedagogical approaches. In short, they must select those approaches capable of developing learning in the affective domain (e.g. cooperative learning and structures like STAD and jigsaw).

Motivating Children with Autism Spectrum Disorder in Gross Motor Skill Assessments
Layne Case, Bridgette Schram, & Joonkoo Yun

Assessment is the foundation of providing appropriate services and developing effective lesson plans for physical education. If assessment results do not truly represent a child’s ability level, the physical education experience for that student may be less meaningful. This can be a concern for students with autism spectrum disorder (ASD) who may not understand or have an interest in the rigid structure of standardized motor assessments. Recent research has focused on improving communication during gross motor-skill assessment to improve skill performance among children with ASD. In order to further increase the accuracy of movement skill assessments for students with ASD, however, it is important that teachers and professionals also address a student’s motivation to participate. If the student with ASD is motivated to participate in the assessment, the student will be more interested in and perform the skill better. The purpose of this article is to provide strategies to increase motivation during gross motor-skill assessments in order to improve accuracy and knowledge of the student’s movement capabilities. Strategies for how physical educators can increase motivation will be presented, including getting to know the student, making the assessment fun, and providing choices.

Describing a Public-Health Summer Camp for Underserved Children: Healthy 2B Me
Francine Gachupin, Laura Morehouse, Nicole Bergier, & Cynthia Thomson

Healthy 2B Me aims to educate and empower underserved children ages seven to 11 years old to improve their health and well-being through a supportive, educational and entertaining public health–themed summer day camp. Qualitative data collected through camper exit slips, final posters/presentations, and parent surveys were analyzed to identify salient themes demonstrating the impact of camp participation on children’s health. Both camper and parent responses suggested improvements in participant knowledge, attitude and behavior in relation to diet, physical activity, sun safety, hand washing, smoking, and kindness. This article describes how the Healthy 2B Me camp contributes to our understanding of how to design and assess a health-themed, positive youth-development summer camp for underserved children.


Recent Rulings from the Courts Affecting HPERD Professionals: Canadian Court Rules Physical Education Teacher Negligent
Tonya L. Sawyer

The court found that the physical education teacher fell below the standard of care by allowing a seventh-grade student to play field hockey in physical education (PE) class although the student lacked both the experience and the proper instruction to play this particular sport.

Teaching Elementary Physical Education for the First Time: A Practical Checklist for Before, During, and After The First Week of School
Christopher D. Pfledderer

This article is meant to serve as a macro guide for first-year teachers as they begin their career in elementary physical education. It is hoped that this simple checklist can serve as a tool for new teachers to stay grounded and focused during the first week of school.

Consistency and Variance: A Balance in Health Education
Scott Todnem

Life is both routine and unpredictable. Effective teaching is the same. In this article, different parts of a typical skills-based health education unit are discussed, specifically examining the place of consistency and variance in each section.

Bullying or a Means to an End?
Murray Mitchell

In the higher educational arena, educators are in a position of power and control students’ grades and potentially recommendations for future opportunities. This article explores the thin line of distinction among bullying, paternalism, parenting, and teaching where “intent” is a key factor.

Thinking About Physical Education — An Alternative Approach
Alisa R. James & Douglas Collier

This article describes how the two goals of (1) promoting physically active lifestyles and (2) nurturing collaborative, caring and respectful citizens can help address some of the most common challenges faced by physical education, including underprepared teachers, inadequate time allotment for physical education, and the lack of accountability.