With the introduction of the Every Student Succeeds Act (ESSA) in 2015, physical education is now considered a part of a “well-rounded education.” The purpose of this article is to discuss recommendations for policymakers and school leaders to develop and implement robust state-level accountability systems to inform policy, standards, curriculum, instruction, and assessment in physical education. To better advocate for the societal value of physical education, robust accountability systems must become the norm, and student learning should be evident.
All professionals are expected to follow best practices within their disciplines. In physical education (PE), many such practices are outlined in SHAPE America’s Appropriate Instructional Practice Guidelines. Physical education teacher education (PETE) programs are responsible for teaching future PE teachers about appropriate and inappropriate practices. The purpose of this article is to discuss the appropriate practices that PETE students are least prepared for, as reported by program faculty, and to provide strategies to prepare these students to implement these practices when they enter the profession.
The effectiveness of the teacher plays an important part in the organization and advancement of a quality PE program. One way PE teachers can improve their effectiveness is by increasing their credibility. When teachers are more credible in students’ eyes, students are more likely to learn the content and become physically literate individuals who are physically active for a lifetime. Areas that contribute to credibility include teaching skills, role modeling and appearance. This article provides seven tips within these areas that can enhance the credibility of the elementary PE teacher.
It is imperative for schools to provide a safe and productive learning environment for the students they serve, but that may be difficult in today's society where trauma is widespread. Teachers need to be informed about trauma, how to identify students who have experienced it, and how to offer support. The purpose of this article is to provide physical education teachers an overview of trauma and the practical steps for implementing trauma-informed practices in the daily program format of the teaching personal and social responsibility model.
Classroom-based physical activity (CBPA) is an emerging strategy for increasing youth physical activity, as well as improving academic achievement and on-task behavior. This article describes the rationale, development, implementation and evaluation of a professional development training designed for classroom and physical education teachers to increase implementation of CBPA in elementary schools.
Head injuries and concussions are unavoidable inherent risks in contact sports at all levels. This case examines whether coaches have a legal duty to use reasonable care not to increase the risks to a participant over and above those risks of injury that are unavoidable in sport.
The purpose of this article is to explain how to implement TGfU with the mini-volleyball approach for beginners.
The purpose of this article is to acquaint/re-acquaint readers to the National Academy of Kinesiology, which has been intertwined with JOPERD and SHAPE America for years, and whose leaders have been the “watchdogs” of the fields encompassed in the pages of this journal.
The purpose of this editorial is to advocate and explain the benefits and challenges of teaching using the skill themes approach.