Advanced Strength and Conditioning Programming for Physical Education
– Anthony Smith
The application of strength and conditioning principles and concepts are built into the national standards and grade-level outcomes, however, the prevailing FITT formula does not meet the needs of students today. Instead of one standard workout program for all, students need to learn about a nonlinear, or undulating, program that provides options for training different ways. Many students are exposed to fitness activities off campus when attending gyms, seeing infomercials on tv, and lifting with their sport coach but may need a quality physical education program to ensure adequate learning of up-to-date research into strength and conditioning.
Teaching Sports in Physical Education
— Emi Tsuda, Phillip Ward, Fatih Dervent, and Peter Iserbyt
In Physical Education Teacher Education programs, we argue that a focus on fewer models to be taught and learned would provide time for higher competence to be attained by preservice teachers in a curriculum limited in terms of contact hours. During their teacher training, preservice teachers should be given ample opportunities to practice the model and reflect upon their effectiveness in teaching it. We conclude the article by addressing in-service teachers and recommend starting with a model they find appealing in a content domain they are familiar with, and to tinker with their teaching to become more competent.
“Can you Hear Me Now?”: What the new physical education acoustic standard means to you and your students
— Stu Ryan and Hans van der Mars
The purpose of this article is to introduce the new “Acoustic Standard for Physical Education Teaching Environments ANSI/ASA S12.60-2019/Part 4” and share the research evidence that formed the basis for developing this physical education-specific standard, provide an overview of how the standard was developed, and to offer practical suggestions for physical educators in how this standard can be used at times when school districts are planning the construction of new school buildings.
Connecting Theory into Practice: How psychological need-supportive coaching improves athlete motivation
— Sara Campbell, Mika Manninen, and Sami Yli-Piipari
This article will help youth coaches utilize theory-driven motivational strategies to benefit their athletes and themselves. Researchers and coach educators can also use the stories as educational intervention tools to teach coaches about motivational theories.
Alternative Environment Activities in Physical Education: A research-informed rationale and practical suggestions for teacher practice
— Nathan Hall, Daniel Robinson, Brent Bradford, and Jose de Costa
This article discusses the importance of PE teacher embracement of AEAs, provides several specific practical examples for PE teachers looking to enhance AEA inclusion in their PE programs, and concludes with practical strategies to help overcome common PE teacher-cited barriers related to embracing AEAs.
— Jennifer Hanson, Nicholas Dombrowski, and Karl Davies
The purpose of this article is to highlight the benefits of tennis while recognizing its adaptive nature and introducing the resources available through Net Generation.
Standards-based Teaching in Elementary Physical Education
— Brent Heidorn and Kaylee Grimes
A quality physical education program includes a positive emphasis on student development of physical literacy, national standards and grade level outcomes, promoting physical activity and supporting comprehensive school physical activity programming, and the following four essential components: 1) policy and environment; 2) curriculum; 3) appropriate instruction; and 4) student assessment (SHAPE America, 2015). The purpose of this article is to highlight methods for helping elementary physical education students become physically literate, while providing teaching suggestions for each of the five SHAPE America National Physical Education Standards.
THE LAW AND YOU:
— Tonya L. Sawyer
This case looks at complex issues relating to the rights of student athletes, physiological differences between the sexes, an individual’s ability to challenge the gender of other student athletes, female athlete’s rights to medical privacy and to be free from potentially invasive sex identification procedures, and the rights of all students to have complete access to educational opportunities, programs, and activities available at school.
Tips for Including Individuals with Autism in Physical Education
— Colin G. Pennington and Victoria Gordon
As a physical educator, the lowlihood of having a student with Autism Spectrum Disorder (ASD) in your class are extremely high. Autism Spectrum Disorder differs between individuals; it can be high or low functioning. Having these students in the classroom can be challenging at time and you must understand these students and their needs. Not all students with Autism are the same, so they will need individualized accommodations and modifications. Students with Autism are fully capable of participating in physical activities when given the proper supports.
Teaching Plyometric Soccer Drills to Children
— Ferman Konukman, Murat Erdogan , Ertan Tüfekçioglu , Hayrettin Gümüşdag and Ìlker Yılmaz
One of the advantages of plyometric training is that providing both variability and overload to a training program. Plyometric training provides a good combination of drills between resistance and speed training. Therefore, the main purpose of this paper is to provide practical and developmentally appropriate examples of plyometric soccer drills for children.
Physical Education’s Real Brass Ring…Time to Get the Field Back on Track
— Jacalyn Lund and Hans van der Mars
This Viewpoint looks at Social and Emotional Learning (SEL) in physical education and the authors contend that making SEL the primary learning domain for school physical education programs is problematic. The article shares thoughts and provide suggestions about how to re-focus the discourse about the central goals for physical education programs.
When and Why to Wave Goodbye to Waivers for Physical Education Credit
— Ingrid L. Johnson and James Barry
The most recent Shape of the Nation report indicates that 31 states allow other activities as substitutions for physical education credit and 30 states go so far as to allow complete exemptions from physical education class or credit. This practice is misguided. Please let us share with you why we believe this practice is problematic for children, schools and the community.