Enhancing Health Education: There’s an Instructional Strategy For That!
— Kristie Lynch
This article aims to showcase instructional strategies in a middle and high school health education classroom. The strategies highlighted include word(s) and pictures(s) of the day postings, journaling, a scavenger hunt, writing a one-minute paper, conducting a three-part interview, and playing a myth versus truth game.
Recommendations for Leading Short-term Health, Kinesiology, and Sport Study Abroad Programs
— Craig Parkes, Brooke Forester, and Alison Weimer
Participation in study abroad programs continues to grow among United States college students. These programs are primarily developed, proposed, supervised, and evaluated by university and college faculty members. The aim of this article is to provide planning and recruitment recommendations for faculty members who are either considering, or have limited experience in leading health, kinesiology, and sport related study abroad programs.
The Preservice Teacher Competency Performance Scale: A Standards-based Assessment Scale to Track Teacher Competency during a PETE Preparation Program
— Tara Putnam, Maria Newton, Timothy Brusseau, Ryan Burns, Donna Ziegenfuss, and Julia Franklin
Assessing teacher competence is a central focus of the growth and development of physical education teacher candidates. For subject matter competency, the Council for the Accreditation of Educator Preparation adopted Specialized Professional Associations (SPAs) for each academic discipline, which are used to establish specific standards and procedures for program review and accreditation. These six evidence-based standards include teaching components that physical education candidates should exhibit in their PETE preparation programs. This article introduces the Preservice Teacher Competency Performance Scale, explains how mentor teachers can use the scale, and situates the scale as a potential method of recording feedback.
Positive Motivational Climates, Physical Activity and Sport Participation through Self-Determination Theory: Striving for Quality Physical Education
— Fernando Santos, Paulo Pereira, and Daniel Marinho
Physical activity levels and participation in sport-related activities is, in many cases, decreasing. This decrease has been associated with the quality of physical education which in turn may be determined by the motivational climate. This article aims to provide practical applications, derived from self-determination theory, that may help physical education teachers foster a self-determined motivational climate that leads to engagement in PE, physical activity and sport activities across age groups.
National Biomechanics Day: A Novel and Collaborative Recruitment Tool
— Christopher Merica, Youngmin Chun, Joshua Bailey and Cate Egan
As student enrollment numbers continue to drop within university Physical Education Teacher Education (PETE) programs across the country, the importance of recruiting high school students into the fields of physical education has never been greater. The PETE and exercise science programs at a university in the Pacific Northwest collaborated using National Biomechanics Day (NBD) as a recruitment tool to promote biomechanics (as a field of study) and highlight both PETE and exercise science degree programs to high school students.
THE LAW AND YOU:
Failure to Provide Protective Equipment and Adequate Supervision
— Tonya L. Sawyer
Plaintiffs filed a February 2018 lawsuit in Black Hawk County District Court against Cedar Falls Schools and the softball team’s coaches. The suit alleges negligence by the defendants when a teammate hit Victoria Platt in the head with a softball bat on June 8, 2016. The original filings in the lawsuit alleged a failure by the defendants to fulfill their duties of specific supervision (supervising athletes while they are engaged in the sports activity itself) and provision of protective athletic equipment.
Check your Fear at the Door: Allowing Students with Disabilities the “Dignity of Risk” in Physical Education
— Lindsey Ball, Lauren J. Lieberman and Pamela Haibach-Beach
Some teachers may think that having students with disabilities participate in a separate activity is the correct decision because they are reducing the risk of injury, but this type of exclusion causes students with disabilities to miss out on many of the unique and integral benefits of physical education. In some cases, teachers are extra cautious when their students are in physical education, but a main goal for physical education should be to encourage self-determination and encourage all students to be part of the lesson (Ward, 2005). Modifications and variations to activities can be made that promote involvement by students with disabilities yet keep them safe while they engage in reasonable risk.
Duality of Connection and Division Across Schools and Communities: An Aerial Perspective
— Emily Jones & Andrew Eberline
Catchment areas or boundary maps often determine school and district attendance. Thus, school demographics resemble the demographics of the bound areas and embody a range of needs. Schools can serve as connection points for students and families to existent community-based services and perhaps an initial mechanism of reducing inequities. Health and wellness wraparound services, including physical activity, nutrition, and social-emotional learning within a school structure, can provide multi-tiered systems of support. Universal or tier 1 supports are those provided to all, regardless of identified or explicit need. An example of universal support would be having a social work professional present educational information on self-regulation or persistence or conflict management to a full class of 3rd graders instead of only individual students who explicitly identify as needing supports. Or classroom activity breaks for students.
Connecting Communities: Why After-school PA Programs Now Matter More than Ever
— Ray Fredrick & Risto Marttinen
After-school PA programs have long been places for youth to develop, grow, and be supported. Perhaps more importantly, especially given the COVID19 global pandemic, after-school programs are a safe, healthy, and affordable refuge for youth to develop social capital and benefit from positive relationships with adults (Baldridge, 2019; Marttinen et al., 2019). We come to this editorial from six years of tinkering with our after-school program REACH (Reflective Educational Approach to Character and Health). Through several years of adjustments and working with communities in New York, California, and Virginia we have seen the power that after-school programs can have.