Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different, however, specific practitioner orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of an A-Z of social justice education series where practitioners are provided with examples of socially just physical education practices and ideas for use within classes. As an example, the letter A (Ability) unpacks the hyper-focus of physical education programs have placed on physical abilities and the need to be ability aware in all domains within the subject. Thus, it is essential that we prioritize a holistic and well-versed program for all students despite their abilities. Resources for each letter are provided where educators can find more information.
The majority of physical education teacher education (PETE) programs include some form of adapted physical education (APE) training for preservice teachers; yet PETE candidates report feeling underprepared to teach individuals with disabilities. The number of students with disabilities included in general education continues to grow, in accordance with inclusion legislation; particularly free appropriate public education (FAPE) and least restrictive environment (LRE). The aim of this article is to present a template, or overview of the essential topics and methods that should be included in an APE course for PETE candidates.
Although fitness can be used as the content for any season, research suggests this rarely occurs. Nonetheless, even when implementing a sport-based season, there are many instructional approaches teachers can employ to further increase activity levels. Therefore, the purpose of this article is to provide physical educators with practical strategies aimed to elevate students’ physical activity levels throughout an individual or team Sport Education season.
The intent of this article is to discuss how gradual water exposure, also known as systematic desensitization, coupled with the concept of mindfulness can serve as teaching strategies when working with students in the pool. These strategies have the potential to strengthen the mind/body connection for all students but particularly those who are afraid.
Valid and reliable assessments however are difficult to administer in PK-12 physical education due to a lack of resources. In this article, we discuss a collaborative model that may mutually benefit students in both the PK-12 and higher education settings. We detail a process with related materials and procedures that should be present for a best-practices model of collaboration used in fitness testing of students in grades PK-12.
This case examines a class action suit brought by members of a high school swim team in Hawaii alleging several violations of Title IX.
The United States Tennis Association (USTA) began an initiative that encouraged professionals to teach tennis using a modified method to students ten years of age and under. Termed “Ten and Under Tennis”, “QuickStart”, and now, currently modified to include students 5-18 years of age, “Net Generation”, this adaptable system aims to teach toward the development and lifelong participation of beginning youth players. Variations of this teaching methodology were also expanded to teach all ages of beginning tennis students, including young adults, yielding positive results.
This article makes the case that physical inactivity and sedentary living can be called a “weapon of mass destruction” and examines how most people do not meet the minimum recommended levels of physical activity.
This article explores the relationship between motor competence and moderate to vigorous physical activity and suggests that the symbiotic relationship between the two means the promotion of one does not have to come at the sacrifice of the other.