JOPERD cover August 2020
August 2020



JOPERD: Journal of Physical Education, Recreation and Dance

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  August 2020 (Volume 91, Issue 6)

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Table of Contents

Free Access Article
Structured and Unstructured Contexts in Physical Education: Promoting Activity, Learning and Motivation 
Christopher Kinder, Karen Gaudreault, and Kelly Simonton 

The essential role that physical activity (PA) plays in the overall health and well-being of youth is well-documented. Children and adolescents in the US repeatedly fail to meet the nationally recommended PA guidelines. Consequently, schools and physical education (PE) programs have been recognized as a favorable and feasible arena to promote youth PA on a wide-scale. As of recent, studies examining PA preferences found that children may prefer distinct features of unstructured PA over structured. This article describes the benefits of unstructured PA and provides innovative strategies for implementing or embedding unstructured activities in a lesson without compromising the primary goal of PE.  

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Developing Kinesthetic Classrooms to Promote Active Learning
Brian Culp, Kandice Porter, and Mia Oberlton 

The use of kinesthetic movement in the classroom towards improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused movement as part of the curriculum have shown to increase efficiency in learning, while decreasing stress and contributing to a positive classroom climate. One question that is worthy of exploration pertains to how future professionals in the fields of physical education and health can promote kinesthetic movement in schools and communities. This article discusses how a university kinesthetic classroom prepares future professionals to be advocates for school health using active learning strategies. 

Five Trends in Physical Education Teacher Education
Kyuil Cho and Phillip Ward

In this article we present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that operationalize practice-based teacher education with core practices, (d) the reconnection of health education with physical education, and (e) the Whole School, Whole Community, Whole Child model. We describe each trend, discuss related policy implications and provide examples of how to use these trends in PETE. 

Dual-pathway PETE/PHETE Majors: The future of our profession? 
Craig Parkes and Alison Weimer 

This article has four aims. First, it will explain what factors led to the initial PHETE program review, and the phasing out of the traditional program at Penn State University. Second, it will describe the steps that were taken during the development of the Applied Exercise and Health dual-pathway degree option. Third, it will provide a description of the Applied Exercise and Health option and its implementation. Finally, it will provide recommendations for departments that are considering replacing traditional PETE/PHETE programs with a dual-pathway version as a way of addressing declining enrollments. 

Merging Social and Emotional Learning with Comprehensive School Physical Activity Programming in an Elementary School 
Glenn Hushman, Allyson Worrell, Karen Gaudreault, Laura Mallett, and Carolyn Hushman 

Research has shown that students that are healthier and have access to opportunities for physical activity may achieve improved academic achievement. However, challenges with classroom and behavior management can be disruptive to learning opportunities in physical education classes. A combination of a comprehensive school physical activity program (CSPAP) with a focus on social emotional learning may help schools address common student challenges, such as poor student behavior. This paper presents a school wide initiative that uses CSPAP as combined with concepts of social emotional learning to calm the mind, reduce stress and anxiety levels, and help students stay on task. 


Negligence in Sport
Karylyn Thompson, Michael G. Hypes, and Julia Ann Hypes

This article looks at a case that was filed on common law negligence, medical negligence, and violations of the Zackery Lystedt law, which is a law that was implemented in Washington to protect athletes who have sustained a concussion from further injuring themselves. The lawsuit was filed after a football player died two days after being medically cleared to return to the field.

Running Strategies for Individuals with Visual Impairments
Hannah Williams, Lindsay Ball, and Lauren J. Lieberman

Competency in basic motor skills like running is essential for all students regardless of a visual ability. Children encounter running in their daily lives and many sporting activities. Research has shown that for children who are visually impaired, running specifically, is a motor skills that is difficult to develop without instruction and practice. If children with visual impairments have a solid foundation of running as a motor skill and a safe way to run, they will have a better chance of becoming competent in running equal to their sighted peers.

Teaching from Home? Now What? Preparing Your Online Emergency Teaching Toolkit
Collin Brooks, Brian Mosier, and Matthew Bassett

The purpose of this article is to develop a physical education teachers' emergency virtual toolkit in the case that a crisis takes away the opportunity to instruct students in person within a future event. Specifically, this article will discuss how a physical educator can use social media and professional groups to access resources, navigate learning management systems, share their resources, and practice self-care during a crisis. 

Managing Stress & Emotional Wellbeing Unit Overview 
Sarah Chap

This article examines stress and emotional wellness and provides an example of a skills-based health education unit for National Health Education Standard 7 for 9th grade.

Care Remains “Essential” in Education Today
Emily Jones

Amidst the global COVID-19 pandemic, care emanates from so many PreK-12 and higher education professionals, community, healthcare, business, volunteer, and non-profit organizations. These entities care for children and adolescents, for families in need, and local and small restaurants and businesses affected by closures. Therefore, to celebrate and illustrate the Care Theory concepts, this article draws on recent experiences that have dramatically shaped the author’s viewpoint on the role of care in education. 

Teaching Dance for Understanding: Reconceptualizing Dance in Physical Education 
Melanie G. Levenberg, Tess Armstrong, and Ingrid L. Johnson

This article explores dance in a physical education setting. The same way that Teaching Games for Understanding (TGfU) flipped the way physical educators teach sports, Teaching Dance for Understanding (TDfU) maximizes participation in dance and effectively engages students to move through play, exploration, skill refinement, and finally, performance.