A Comprehensive Exploration into Utilizing High Intensity Interval Training (HIIT) in Physical Education Classes
– Resa Chandler and Amy Stringer
Today’s physical educators are more taxed than ever before, attempting to deliver health benefits, socialization, sport and movement skills, and health education all while class sizes are expanding and resources are dwindling. A potential mode of exercise that promises health benefits while leaving time for other student learning outcomes is high-intensity interval training (HIIT). In order to build on the findings of these latter studies, the feasibility of supplementing HIIT programs in PE classes is explored in this article. Also, a brief review of the potential health benefits of HIIT in children is presented as well as student perceived enjoyment of HIIT workouts.
Confronting the Challenge of Continuous Professional Development for Physical Education Teacher Educators
— Phil Ward and Hans van der Mars
The purpose of writing this article is to draw attention to the practice of physical education teacher education. The hope is to engage in an ongoing conversation with teacher educators about promoting personal continuous professional development. Similar to P-12 physical educators, and those who prepare future physical education teacher educators, physical education teacher educators have a responsibility to engage in Continuous Professional Development (CPD). Professional development (PD) should be viewed as an active process in the sense that it is proactive and ongoing, it will produce outcomes, but it is not a destination. SHAPE America as the field’s national organization, has a responsibility to provide PD opportunities for teacher educators through its various activities.
12 Myths and Facts about Physical Education for Students with Disabilities
— Melissa Bittner, Lisa Silliman-French, Lauren Lieberman, and Rebecca Lytle
According to the Individuals with Disabilities Education Act every student that has a documented disability is required to have an individualized education program (IEP). The IEP comprises core areas, including physical education. The purpose of this article is to clarify 12 myths about physical education for students with disabilities and help general physical education and classroom teachers. Lastly, this article will provide suggestions for teachers to get involved in the IEP process and be a valuable member of the team to ensure a high quality of physical education for all students.
Transitioning from Students of Teaching to Teachers of Students: Developing Professional Dispositions
— Mary Henninger and Julene Ensign
The purpose of this article is to examine a series of professional dispositions and provide practical examples of purposeful behaviors and tangible decision-making strategies related to the topics of collaboration, respect, reverence for learning, reflection, flexibility, and responsibility. Implications for necessary intentionality both within teacher education programs and by preservice teacher candidates will be discussed.
THE LAW AND YOU:
Negligence and Government Immunity in High School Softball
— Ryan Benner and Mike Stocz
This case examines how a high school athlete sought to recover damages from her local board of education for negligence that resulted in the student suffering injury in a school locker room.
Revealing Some Inconvenient Truths About Physical Activity: The “Game of Life”
— Bradley J. Cardinal and McKenna R. Teltscher
In this column, the authors provide the lesson objectives, the audience/grade level(s) it is most appropriate for, the premise of the activity, the parameters of the game, how to determine “lane placements” in the game, and revelations from the game. All teaching resources are included. The activity has been field-tested with more than 3,000 students.
Thinking about Hybrid or Online Learning in Physical Education? Start Here!
— David N. Daum
Technology when used effectively by both the teacher and student can be a great tool. The purpose of this article is to discuss the idea of hybrid and online physical education and discuss the recently published Guidelines for Online Physical Education.
Engaging Students in Analyzing Bullying Behavior through the Lens of Critical Thinking
— B. Joanne Webb, Cheryl A. Kolander, and Carol S. O’Neal
Definitions of critical thinking, its elements, and its associated activities have filled the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions.
Revisiting the PETE Beginning Teacher Standards
— Brent Heidorn
The purpose of this viewpoint is to revisit the national standards, identify specific concepts that should be addressed early and often throughout a PETE program, and provide guiding questions for consideration so that programs provide a consistent message during teacher preparation experiences.
The Lone Wolf: Finding Support Networks for Solo Faculty
— Cate A. Egan and Karie Lee Orendorff
Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a profession, we need to start examining alternative ways to have support networks, mentorship networks, and professional development networks for our faculty members.