JOPERD cover November December 2021
November / December 2021



JOPERD: Journal of Physical Education, Recreation and Dance

Member subscribers click below to view this current issue

  November/December 2021 (Volume 92, Issue 9)

Not a member? Become one now!

Table of Contents

Free Access Article
Developing Social-Emotional Learning in Physical Education through Appropriate Instructional Practices
David Barney, Keven Prusak, and Liana Davis

Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students’ SEL by implementing appropriate instructional practices (AIP) in PE. This article will highlight a number of AIP that PE teachers can implement to develop their students’ SEL.

Become a member and subscribe to JOPERD for access to these articles below:


How to Collect Rating of Perceived Exertion to Monitor Athlete Training Load
Heather Abbott and Christopher Taber

Through this article coaches will learn how to collect rating of perceived exertion (RPE), interpret RPE data, and use it to make informed decisions about training load. Therefore, the purpose of this article is to explore the implementations of RPE and explain practical outcomes relating to load management and ultimately training effectiveness.

Using Sport Education to Deliver a Powerlifting University Physical Activity Course
Kelsey McEntyre, Tom Wolfe, Andrew Wolfe, and Sharon Bowers

The purpose of this article is to introduce and provide suggestions for the organization of a university powerlifting physical activity course in which the sport education model was implemented. The powerlifting course took place over a 15-week period and involved students carrying out various roles, taking part in team workouts and competitions, and ending with a culminating event. Suggestions for improving the delivery of the powerlifting course through use of the sport education model are provided.  

Kill Two Birds with One Stone: Two PETE courses exploring experiential learning in one early field experience
YuChun Chen

In this article three stages of a holistic early field experience are presented. Before the early field experience, focuses of knowledge acquisition for both classes are highlighted. During the early field experience, the cycle of concrete experience, observation and reflection, and modification application is explained with the structure and design that involve all participants. The article ends with several practical applications for different settings and resources available for readers.

Sport Education, Cooperative Learning and Health-Based Physical Education: Another step in pedagogical models’ hybridization
Carlos Evangelio, Javier Fernandez-Rio, Carmen Peiro-Velert, and Sixto Villora-Gonzalez

The aim of this article is to explain how Sport Education, Cooperative Learning, and Health-based Physical Education can be hybridized using an educative version of CrossFit as content in fifth and sixth grade to promote the abovementioned goals. The main features of the three models and the content used are fully described. Finally, recommendations for the key elements of the hybridization have been highlighted to help teachers use them.

Physical Literacy and Intentionality: Embodied Beckoning
Elizabeth Durden-Myers, Gillian Bartle, Margaret Whitehead, and Karmie Dhillon

The purpose of this paper is to explore the interconnectedness between physical literacy, intentionality and the notion of embodied beckoning. We coin the term ‘embodied beckoning’ to explain our innate transactional relationship and desire as human beings to explore the world through movement, and how the environment also calls us to move. We draw upon a range of perspectives including post-humanism, social-materialism and Deleuzian theory and explore how these paradigms may enable us to continue to blur the lines between mind and body, self and environment, and view human embodiment, interaction and intentionality more holistically.

Working with Children with Autism in General Physical Education: Useful applied behavior analysis concepts
Isabella Felzer-Kim, Hannah Campbell, Neha Vallabheneni, Andrea Peterson, and Janet Hauck

This article addresses 6 concerns raised by physical education teachers regarding working with children with ASD (from Obrusnikova & Dillon, 2011): 1.Creating Engaging Programs; 2. Distracting/Negative Peer Relationships; 3. Emotional Regulation Difficulty; 4. Communicating the Task; 5. Narrow Focus and Adherence to Routines and Structure; 6.Need for Support. The ABA concepts of functional behavior assessment, antecedent intervention, reinforcement, peer interventions, task analysis, and prompting are explained in the general physical education context with concrete ideas for practicing teachers.


Supervisory Immunity in a Floor Hockey Unit
Kelle Murphy

In this case, complaints filed from the plaintiff included willful and wanton negligence in the form of inadequate supervision by failing to require students to wear safety goggles while playing floor hockey. Defendants claimed immunity under the Illinois Local Governmental and Governmental Employees Tort Immunity Act.

Effective Pedagogical Practices in Synchronous Online Physical Education
Hyeonho Yu and Taemin Ha

The purpose of this paper is to propose 15 pedagogical practices in a synchronous class environment through Zoom Video Communications, which is one of the most widely used video conferencing software across the U.S. The practices will be discussed within three categories of pedagogical aspects, including active lectures, active discussion, and active group activities that would produce alternative and innovative ways of learning in physical education.

Don’t Say the “D” Word! “Dance” in College and Middle School
Matthew Blake Lineberger

The purpose of this editorial is to address how important a teacher’s enthusiasm and the words they use can be. This is funneled through future professionals teaching experiences, both peer to peer in the college classroom and teaching experiences in a middle school class.