Physical activity initiatives targeting the participation of all members of a school's community are proposed as partial solutions to getting children physically active for 60-minutes each day. Integrating whole-school programs can be a daunting task, however, in this article, we share tips from physical activity leaders at three schools and found that combining resources is a way to manage this task. This article briefly describes the CSPAP and HSP programs and presents suggestions for the successful integration of school-wide physical activity from school personnel with first-hand experience attempting this type of school-culture change.
The Teaching Personal and Social Responsibility model (TPSR) is a well-established pedagogical approach that is implemented in physical education and sport based youth development programs in the USA and internationally. This article offers an alternative model which presents the levels/goals as non- hierarchical and positions transfer of learning, not as the final level of a cumulative process, but as fundamental to the model and underpinning the other four levels/goals. The article concludes with suggestions on how teachers and coaches can implement this alternative conceptualized model into their practice.
SHAPE America recently revised the National Standards for Initial Physical Education Teacher Certification (2017) and added four new components to standards that PETE programs need to meet: 1 & 2) 1.a & 1.b Content and Foundational Knowledge Standard, 3) Component 3.f Planning and Implementation Standard, and 4) Component 6c Professional Responsibility Standard. This article will introduce the four new components and offer suggestions for meeting these new requirements for candidates.
The purpose of this article is to examine the brain-based differentiations between the genders and the impact they may have on teaching and learning. The term gender will be used throughout the article to highlight the characteristics that distinguish males and females. The article will first examine if these differences do exist and how they evolved. Biological and learning differences can shed light on why boys may excel at certain tasks and girls at others.
Current research has shown that children with disabilities often felt that their physical education teacher was not prepared to provide them with quality physical education experiences. Over 50% of physical education teachers did not feel prepared to teach children with disabilities. The purpose of this article is to share a “Needs Assessment for Physical Education” in order to determine the most pressing needs for an in-service in a school or school district. Various ways to utilize the Needs Assessment are also provided.
This article looks at a case that was filed against the Pocono Mountain School District, which alleged that the state violated a wrestling team participant’s civil rights, amongst other claims, after an injury during wrestling practice
COVID-19 has changed the face of education. Even before the pandemic, the increasing prevalence of online programs and institutions in higher education has challenged the perception of the traditional model. Before the mandatory shift to virtual rather than face-to-face instruction, many argued online programs were inadequate compared to their “brick and mortar” counterparts. The current pandemic has forced not only K-12 schools but also those in higher education to take another look at just how to deliver quality and equitable education. This article is going to outline and explain seven key online best practice teaching strategies for novice and/or veteran instructors.
This article will provide specific examples at the intersection of all physical education and technology standards, providing educators with ideas for enhancement of physical education instruction while preparing students to thrive in a technologically driven educational world.
This article provides an overview of considerations as the academic year begins, and strategies that are needed to support students and staff as classrooms return to school in a variety of different scenarios.
This viewpoint explores what specific experiences DPETE students may need outside of research and teach, and suggests the lack of experience managing service responsibilities can create a situation where faculty are spending a disproportional amount of their time with service. It goes on to suggest some other service areas to consider providing experiences to DPETE students include accreditation/university assessment, recruitment, and methods courses, specifically setting up practicums and working with schools to establish practicum sites.
The purpose of this editorial is to discuss three strategies that should be implemented into any lessons, reemphasizing the cognitive, social and affective domain, while still allowing for maximum engagement and activity time.