Lessons Learned from the Field: Teaching in High-Risk Physical Education Environments
– Zachary Wahl-Alexander, Jennifer M. Jacobs & Timothy Mack
According to the United States Department of Education, a child is considered “at risk” if they receive low academic achievement scores, are at risk of dropping out of school, have little support from parents, or live in a low-socioeconomic neighborhood. Currently in the United States, somewhere between 10-25% of all youth are considered at risk and attend a Title 1 funded public school. While these numbers are substantial, it is reasonable to suggest that many children in these communities do not receive adequate opportunities to be physically active. The purpose of this article is to provide tangible teaching practices that have been effective in delivering high-quality physical education in some of the most dangerous contexts. Co-creating positive rules, employing consistent routines, holding students to high expectations, building relationships, and other curricular strategies will be expanded on in this article.
Supporting Vocabulary Acquisition in Physical Education Settings
— Corrine Wickens & Jenny Parker
Vocabulary is the basis for all content area learning, including physical education. This article presents several easily implemented vocabulary strategies that support content learning within the cognitive domain of physical education by reinforcing conceptual understanding and relationships. These strategies include: concept circles, list-group-label with concept maps, semantic feature analysis, vocabulary squares (Frayer Model), and word webs. The article will discuss how these strategies can be used within different aspects of lesson planning (e.g., activating prior knowledge or assessment). It will also describe how these strategies can be easily modified for age-group or unit focus. Following discussion of the different strategies, an overview chart is provided for easy reference of the tools and their overarching purpose.
Deploying Video Analysis to Boost Instruction and Assessment in Physical Education
— Michael K. Laughlin, Michael Hodges & Taylor Iraggi
Physical educators are discovering the benefits of using video analysis to support their instruction and assessment. Slow-motion playback, zoom, and voice-over narration are just some of the features built into increasingly affordable mobile devices and applications that can easily be used by teachers to support student learning. Additionally, with the use of video technology, teachers are finding creative ways to provide instant motor-performance feedback which can be easily documented for assessment purposes. Yet, with any novel technology tool, internal and external challenges exist that may prevent teachers from realizing the myriad of benefits. This article provides a background on mobile video analysis tools, along with strategies to help physical educators discover ways to effectively implement this engaging technology into their curriculum.
Physical Literacy and Teacher Professional Development
— Elizabeth J. Durden-Myers & Sarah Keegan
Spanning different countries and research groups, physical literacy has been recognized as a valuable approach for aligning and optimizing physical education, physical activity and sports promotion. Physical literacy refers to an individual’s capacity for sustaining a physically active lifestyle. Applying physical literacy as a concept to elementary physical education proposes a new, more inclusive, and potentially more effective approach to promoting lifelong engagement in physical activity. This article explores the role of professional development for generalist classroom teachers and specialist physical education teachers in nurturing physical literacy within physical education teaching practice, by identifying the desired characteristics of effective physical literacy professional development. The professionals at the forefront of delivering physical education, the teachers, need support in understanding the complexity of the concept of physical literacy and how it can be nurtured within their practice. Providing effective and responsive professional development for teachers is essential if children are to become more physically active over their lifetime.
The edTPA and Physical Education Teacher Education: Working in Tandem to Prepare Successful Teachers
— Kathryn L. Davis & Pamela D. Wash
Very few articles, chapters or professional presentations exist that are devoted to implementing the edTPA Teacher Performance Assessment (edTPA) within physical education teacher education (PETE) programs. Given the climate of high-stakes assessment permeating both K-12 schools and educator preparation programs (EPPs), it is encouraging to know that the best teaching practices of the edTPA closely match the expectations of exemplary physical education teachers. The purpose of this article is to share the best practices PETE programs may implement to help candidates be successful, not only in completing the edTPA, but also in becoming quality physical education teachers. This overview will examine how the edTPA was implemented at a PETE program in a small university. The PETE program implemented the three tasks of the edTPA over a four-year period, specifically focusing on the areas of: (1) using K-12 students’ prior experience and knowledge to plan lessons, (2) designing differentiated lessons to meet all children’s needs, (3) using formative and summative assessments and implementing specific feedback for students of differing abilities, (4) teaching academic language in physical education, and (5) analyzing teaching through video recordings.
THE LAW AND YOU:
Recent Rulings from the Courts Affecting HPERD Professionals: Transgender Considerations in Physical Education
— Mike Stocz, Patrick Shremshock & Ryan Benner
A transgender student at an Illinois high school was denied a motion for a preliminary injunction against her school, which would have allowed her to have full access to her preferred gender locker room.
Preparing Your Paraeducator for Success
— Abigail Miller, Lauren Lieberman, Kristi Lane & Robyn Owens
This article provides a handout that promotes communication between general physical education teachers and the paraeducators that they work with.
The Value of Action Research in Health Education
— Claudia T. Brown
This article describes the practice of action research, which requires the researcher to identify a problem of practice and uncover reliable peer-reviewed and/or evidence-based information about that problem.
Revitalizing the Physical Education Workforce
— Keven A. Prusak
In this article the author reflects on current trends and challenges in the physical education profession related to national organization membership, and the value and power of building social capital for the benefit of all in the profession.
Physical Activity Time as Hidden Curriculum
— Christina Sinclair
The purpose of this editorial is to address the inappropriate hidden-curriculum message that is sent when physical activity opportunities are taken away from K-12 students during the school day.