Convention attendance promotes professionals’ development and learning, but how does someone make the most out of convention attendance? This article provides tips and tricks for professionals so they can have the best possible convention experience. These tips can be helpful for all convention attendees. The authors provide tips and tricks for before, during, and after conventions.
Obesity rates, mental illnesses and emotional health and well being pose a significant problem for today’s youth. Family and community involvement have been shown to improve school readiness, academic achievement, and graduation rates. The Whole School Whole Community Whole Child (WSCC) is a ten-component model designed to work synergistic ally to help improve school wellness. In this paper three components of the WSCC model (employee wellness, social and emotional school climate, physical environment) were examined from the lens of family and community support. For each area, the problem is explored and resources for combating the problem are provided.
The purpose of this article is to introduce the unit-structured diagram and a professional development workshop using the diagram. The diagram consists of three areas, including objectives, content, and assessment. The objectives section is an area to identify learning outcomes based on physical education national standards. In the section of content, a unit is broken down into lessons. Teachers identify what to and when to evaluate student learning in the assessment section. The workshop using this diagram is underpinned by three premises of quality professional development: Active engagement, specific tasks, and collaboration. The workshop can be modified to address the different needs of teachers.
Schools are institutions responsible for learning children new skills and knowledge, the ability to think about future targets, and when problems become complex: apply explorative thinking and inborn creativity to solve them. Even so, scholars point to the fact that school curriculums do not support ways to facilitate explorative learning or creativity for problem-solving. To successfully devise solutions never considered before, children need support with programs enabling them to facilitate openness for experience intellectually. This study suggests that dance activities should become regular in the curriculum as a strategy for maintaining schoolchildren's cognitive flexibility.
This paper explores the importance of embedding Active Exploration teaching approaches within PE lessons and how the provision of differing equipment and divergent learning opportunities can enable choice for students to then ‘self-discover’ solutions to movement problems. The article showcases how Active Exploration approaches to teaching PE can ensure self-directed movement activities can be developed by students, alongside examples of how Active Exploration can be utilized within practical PE contexts.
Joseph Pruitt was a cross-country athlete that participated at Los Lunas High School. The team would use a school-furnished weight room with the understanding that the athletes would use a spotter for any free weights, benches, and/or machines. Pruitt was performing sit-ups, while holding a twenty-five-pound weight, on a bench without a spotter. After completing the exercise, Pruitt slipped while attempting to get off the bench, which caused the weight to fall onto, and crush, one of his fingers. After multiple surgeries, Pruitt filed suit, claiming that the defendants had an unwritten rule of not providing spotters for athletes completing exercises within the weight room.
The use of global games and global education is certainly not a new concept and one that fits nicely within the domain of physical education. It is the authors’ hope that the addition of global games will provide rich educational opportunities for students. This article will introduce Floorball and sample assessments that can be used in your physical education program as you work to explore and expand your curriculum to have a more global reach.
This article will discuss ideas related to some of the practices that have developed in the field during the COVID-19 pandemic that may allow us to evolve as educators once this global health crisis has ended.