Health and Physical Educators’ Roles in Promoting and Implementing the WSCC Model : Introduction
– Tess Armstrong, Seth E. Jenny, & Jennifer M. Krause
This feature both describes the components of the WSCC model and highlights the unique role that health and physical educators play as facilitators of the model in their schools. Though the com-ponents of the model have often been studied independently in their separate fields (i.e., nursing, counseling, health education, etc.), there is a need to bring the components together in a way that highlights how health and physical educators can successfully be facilitators of the model in their schools. Although the WSCC model should be integrated into schools with adequate support from a variety of staff members and community stakeholders (e.g., teachers, school nurses, counselors, etc.), we recognize that not all schools have equitable access to these supports. With that in mind, we know there is a need to advocate for health educators, physical educators and other school physical activity leaders to have a stronger awareness of the components in the WSCC model, so they can act as advocates and leaders for whole child learning.
Physical Education and Physical Activity within a Whole School, Whole Community, Whole Child Approach
— Brian Dauenhauer and Peter Stoepker
The purpose of this article is to introduce the CSPAP model as the PE and PA component of WSCC and offer practical recommendations for edu-cators of kindergarten through 12th-grade students who wish to implement best practices in schools. The article will also address teacher educators who are responsible for preparing the next gen-eration of educators with the knowledge and skills to effectively implement quality PE and PA in schools.
Addressing the Health Education and Nutrition Environment Needs of Students
— Retta R. Evans and Larrell L. Wilkinson
The purpose of this article is to provide an overview of two of the components, health education and the nutrition envi-ronment and services, and to offer practical recommendations for these components to support the WSCC framework.
WSCC: Social and Emotional Climate, and Physical Environment
— Tan Leng Goh, Cate A. Egan, & Chris Merica
Specifically, the purpose of this article is to present research and recommendations for health and physical education (HPE) teachers related to both components. Furthermore, strategies for HPE teacher education programs to prepare preservice teachers to implement both WSCC components in schools are provided.
Health Services, Counseling, Psychological, and Social Services: Implementing the Whole School, Whole Community, Whole Child Model
— Laurie Fleming and Jeremiah Kearns
The WSCC model emphasizes the idea that there is a connection between health and academic outcomes. When a student is successful academically, there are lower rates of risky behaviors, higher rates of graduation, lower rates of health conditions, lower rates of incarceration and greater financial stability.
Enhancing Employee Wellness in Schools: Tips for Health and Physical Educators
— Veronica Adams, Dan J. Graham and Maria del Mar Chavarria
One of the 10 components of the WSCC model is employee wellness. Surrounding students with healthy adult role models who engage in positive behaviors that promote wellness is a key element of this pursuit of benefitting the whole child.
Equity-minded Community Involvement and Family Engagement Strategies for Health and Physical Educators
— Jaimie McMullen and Jennifer Walton-Fisette
There are varied circumstances and identities of each community and family — each one is not the same as the other. Therefore, when considering communities and families, equity must be central in the strategies and decision making such as funneling resources to those who need it and what is provided to one community or family may not be the same as another based on need. Thus, throughout this article, we will contextualize community involvement and family engagement strategies for health and physical educators with an equity focus.
THE LAW AND YOU:
Unsafe Playing Environments
— Tonya L. Sawyer
This case arises from injuries sustained by the Plaintiff, then 11-years-old, while playing in a little league baseball game. During the game, Plaintiff was struck in the head by a batted foul ball as he was inside his team’s first base line dugout. Plaintiff sustained serious injuries, including a traumatic brain injury, and continues to suffer from symptoms.
Teaching Traditional Ghanaian Dance Forms in Higher Education in the Diaspora
— Beatrice T. Ayi
This article focuses on five ideas – the five C’s – which are the need to create a ‘comfortable’ environment that will provide a support-base for students to build ‘confidence’ in their movement capabilities, encourage them to get involved in teaching and learning through the creation of ‘community’, and providing feedback in the form of ‘comments’ and ‘compliments’ to the entire class. It then concludes with a few suggestions for teachers who are engaged with the pedagogy of Ghanaian dance forms at the tertiary level.
Social and Emotional Learning as an Integrated Part of Physical Education
— Paul M. Wright and K. Andrew R. Richards
This Viewpoint is a response to last month’s Viewpoint that looks at Social and Emotional Learning (SEL) in physical education. The authors here actively promote the integration of SEL into physical education and use this piece to identify points and present alternative perspectives to move the conversation forward.
Fit Kids, Bad Grades: You’re doing fitness assessment all wrong!
— Ingrid L. Johnson, Tess Armstrong, and Colleen Lewis
This article focuses on the premise that the purpose of physical education is not to produce elite athletes or focus solely on fitness, but rather provide students with the tools and experiences to help them become fit, to their best ability, across their lifespan. It argues that teachers should never grade students on their actual fitness performance.