JOPERD cover October 2020
October 2020



JOPERD: Journal of Physical Education, Recreation and Dance

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  October 2020 (Volume 91, Issue 8)

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Table of Contents

Free Access Article
Enhance Student Motivation and Social Skills: Adopting the Sport Education and Cooperative Learning Models
Karen Gaudreault, Angelo Montoya, and Kelly Simonton 

The purpose of this paper is to review two highly motivational instructional models and provide detailed explanation and discussion of their positive ramifications on students. Moreover, we aim to provide encouragement, examples, and conversations about how to increase model implementation. Professional development, teacher education programs, and continuing education communities must collaborate to advocate for the use of evidence-based models and provide individualized and continuous preparation for teacher success. 

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Promoting the 50 Million Strong Agenda through Sport Education
Peter Hastie, Korey Boyd, Jeffery Ward, and Andy Stringfellow 

The purpose of this article is to provide information on how to teach a Sport Education fitness season with the intent to improve students’ physical activity, fitness development, and health related-fitness knowledge as to work towards achieving SHAPE America’s goal of 50 Million strong. Readers are provided with a daily lesson schedule, detailed information on each lesson and figures on how to set up three different fitness challenges. Also included are notes that provide helpful tips to ensure trouble free implementation of the season. This season has been tested in schools and the results showed significant improvements in improvements in health-related fitness knowledge and fitness tests, as well as the number of students reaching various healthy fitness zones. 

Sensory Balancing Strategies for Students with Autism Spectrum Disorder
Brad Weiner and Michelle Grenier 

This article presents information on the impact of hyper or hypo-sensory responses and specific strategies that can balance the systems. We examine the five sensory systems (tactile, auditory, visual, proprioceptive, and vestibular), common behaviors associated with each system, and recommend instructional strategies designed to support student learning. In recognizing and identifying the potential effects of the sensory experiences of students with ASD, physical education teachers can provide sensory balancing strategies to improve students’ emotional, social, cognitive, and physical growth in the physical education classroom. 

Teaching Pickleball with in-depth Content Knowledge in Middle School Physical Education
Insook Kim, Daekyun Oh, Mijoo Kim, and Kyuil Cho 

This article describes specific components of each CCK and SCK within the pickleball context. In addition, it provides possible examples of each element aligning with the national grade-level outcomes associated with net games for 6-8th graders (SHAPE America, 2013). This article allows teachers who are seeking meaningful and relevant resources for teaching pickleball to deepen understandings of the pickleball content, thereby giving their students opportunities for successful learning in physical education. 

A Roadmap to Establishing a Community Engagement Partnership between a University PETE Program and a Homeschool Community
Ben Schwamberger and Zachary Wahl-Alexander 

The purpose of this article is to highlight one unique program at a university in the upper midwest, and how its PETE program formed a partnership with the homeschool community in the area. Seven key steps are outlined within this article for considering a partnership between a PETE program and the homeschool community; (1) assessing the community, (2) determining fit, (3) establishing a contact person, (4) safety and logistics, (5) content development, (6) weekly reflection, and (7) program reflection. 


The Law and You: Negligence and Wrongful Death of a Student with Autism Spectrum Disorder in Swimming
Kelle L. Murphy

This article looks at a negligence case that was filed claiming wrongful deaths against multiple parties after a high school student with ASD drowned during a field day event.

Micro-training: A Path to Collaborative Success with Paraeducators   
Kristian Seeley, Latoria Smith, Lauren Lieberman and Michelle Grenier

Morrison et al. found that paraeducators desired professional development for physical education, specifically, collaborative professional development so the teachers and paraeducators can learn strategies for working together. However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article is to present various types of micro-trainings that can be provided to paraeducators throughout the course of the school year. 

Helping Students Improve Their Health Literacy
Andy Horne

October is Health Literacy month and is a time for organizations and individuals to promote the importance of maintaining and enhancing health. Now more than ever, we are seeing the importance of having the health skills and competency to navigate a global pandemic and a system of social and racial injustice. As health educators it gives us a tremendous opportunity to deliver meaningful lessons that will impact our students for the rest of their lives. How can health educators teach students what it means to be health literate and to develop their health literacy?

Let them play! A call for play-based instruction in Pre-K physical education
Stephanie Armstrong

In physical education, specifically, we advocate for teachers to move from purely skills and game-based instruction with their pre-kindergarten (PreK) students and opt for a play-based approach. We propose that physical educators extend the PreK class period to allow for a more immersive free-play, since self-directed activities require sufficient time for students to receive full benefits.

Authentic Partnerships in School-University Collaborations
Andrew Eberline & Emily Jones

Established teachers have the opportunity to both pass along knowledge related to pedagogy and receive exposure to new ideas and lesson materials from the students they supervise. The value of these connections and relationships have long been apparent. Yet today this issue moved to the forefront, perhaps now more than ever, as we navigate a pandemic and attempt to grasp an understanding of what education looks like moving forward.