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November 2022

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JOPERD: Journal of Physical Education, Recreation and Dance



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  November-December 2022 (Volume 93, Issue 9)

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Table of Contents

 
Free Access Article
Beyond the Checkbox: Practical Social Justice Strategies in Kinesiology and Physical Education
Kathleen McCarty, Layne Case and Winston Kennedy 

The purpose of this article is to present a case study example of a graduate student-designed, introductory series of discussions integrated within graduate Kinesiology student training, with the broad goal of building an academic environment that acknowledges bias and supports anti-oppressive conversation. Previous research on social justice training in PE and Kinesiology is briefly summarized and examples of social justice behaviors consistent with the Transtheoretical Model are discussed. 


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Articles

Instilling Passion in PETE Pre-Service Teachers Through “Story time”
Lisa Paulson 

Passion for teaching and learning is not in the standards. How can we instill a drive in our Physical Education Teacher Education (PETE) candidates to strive for truly making a difference through their work in their physical education profession? With regard to the need for pedagogical innovation to increase engagement, motivation, and passion, the purpose of the article is to encourage PETE programs to embed real-world stories from practicing physical educators to inspire pre-service teachers to make a difference and become passionate about their work in this field.  

Recreational Programming for Children with Autism: Using Applied Behavior Analysis Values to Encourage Participation
Skye Arthur-Banning and Kirsten Windbiel 

This article will review a wide variety of Physical Education articles as well as looking at Applied Behavioral Analysis (ABA) components to help physical educators understand key guiding principles for working with kids with ASD. Professionals can implement certain practices such as using positive reinforcement, setting up the environment in a successful way, and using appropriate and simple communication tactics. 

Core Practices for Preservice Teachers in Health Education Teacher Education
Phillip Ward and Shonna Snyder

This article discusses core teaching practices for health education by defining, unpacking, and describing the use of core practices in teacher education. Core practices offer health teacher-educators and health educators a set of teaching practices that can be introduced during professional preparation and then refined and mastered as health educators begin and continue their careers. Implementing core practices in health education allows teacher education programs to specifically define what they teach and to determine standards of competence for their graduates. 

 Authentic Learning through PEAK Conditions in Secondary Physical Education
Heather E. Erwin, Jordan Manley, Ken Murfay and Aaron Beighle 

Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power dynamics in the classroom by inviting students to make decisions about what and how they learn in PE. To assist teachers in implementing an authentic learning experience, this article will focus on four components of an authentic learning experience: the authentic problem to solve (purpose), the outcomes/assessment of the project (essentials), the students’/teachers’ role in solving the problem (agency), and the presentation of the findings (knowledge). The purpose of this article is to share relevant details on authentic learning and collaboration in PE with the intent of providing strategies for teachers to facilitate meaningful learning with their students. 

Physical Education Teachers as Leaders of Comprehensive School Physical Activity Programs: A S.M.A.R.T. Approach
Awadhesh Kumar Shirotriva and Aaron Beighle 

The purpose of this article is to describe the multiple roles of a physical education teachers in a school setting for the promotion of physical activity via the use of the CSPAP framework. The roles are organized and presented using the acronym S.M.A.R.T. (Supervise, Motivate, Advocate, Research, and Teach). Strategies for physical educators to use in these roles in school-based physical activity promotion efforts will be provided. 

Improving Students’ Korfball Skills with in-depth Content Knowledge
Fatih Dervent, M. Lale Güler and Müfide Yoruç Çotuk 

In this article, we present in-depth content knowledge required for preservice and practicing physical education teachers to teach korfball. We begin by describing knowledge of game rules, safety, etiquette, techniques, and tactics of korfball, which refers to common content knowledge (CCK) and continue with defining knowledge of student errors, instructional tasks, and representations. This refers to specialized content knowledge (SCK) that is essential for teachers to deliver meaningful learning experiences to students in physical education lessons. The article provides preservice and practicing physical education teachers with educationally rich examples to improve their teaching practices, thus promotes students’ lifelong engagement in korfball. 

The National Youth Sports Strategy – Implementation in Action
Alison Vaux-Bjerke, Malorie Polster, Rachel Fisher, and Katrina L. Piercy

The National Youth Sports Strategy (NYSS) is the first federal roadmap to unite the U.S. youth sports system around a shared vision: that one day all youth will have the opportunity, motivation, and access to play sports. Six months after the NYSS launched, the COVID-19 pandemic hit, disrupting the youth sports system. While the benefits of physical activity and sports participation are well established, rates were low in the United States before the pandemic, and existing disparities likely widened during the pandemic. The NYSS provides a framework for how entities across the youth sports system – from the federal government all the way down to youth participants - can act in pursuit of the NYSS vision. This commentary highlights implementation examples from each level of the NYSS Framework, underscoring the importance of everyone in implementing policies and programs that give all youth an equal opportunity to participate.

 

Departments

THE LAW AND YOU:
Race Discrimination, Racial Harassment, and Retaliation – Coach or Parents?
Robyn Lubisco, Kerry Fischer, and Genevieve F.E. Birren

In 2021 South Bend Community School Corporation (SBCSC) was granted summary judgment against Mark Johnson, head basketball coach and teacher at South Bend Riley High School. Mr. Johnson, who taught in the SBCSC school system for over thirty years, filed a complaint alleging he was forced to resign due to race discrimination, racial harassment, and retaliation (Johnson v. S. Bend Cmty. Sch. Corp., 2021). The critical issues in this case fall under Title VII: (1) Did SBCSC discriminate against Mr. Johnson due to his race? (2) Did discrimination come in the form of unlawful racial harassment, creating a hostile working environment? and (3) Did SBCSC retaliate against Mr. Johnson for claiming reverse race discrimination?

TEACHING TIPS:
Introducing Trail Running to Young Athletes
Eleanor Pell and Pamela Beach

Beginning at about the turn of the century, the running community has experienced a second running boom. In 2006, a book by Christopher McDougal titled Born to Run helped inspire a new generation of trail runners and has been quoted as one of the most influential pieces ever written about running. The new wave of inspired trail runners, men and women, were emboldened to tackle longer and longer challenges not solely in racing efforts, but more frequently either solo or with friends for no other reason than they now believed their bodies capable. Hulteen and colleagues (2017) reported an increase in running participation through school sports throughout adolescent populations elevating it to among the top three chosen extracurricular activities across various regions. Due to this increased participation, research has begun to focus on the safety of such extreme terrain and distance and what a young, growing body can handle.  

VIEWPOINT:
Do You Have a Framework?
Dillon Martinez

We as Physical Educators often put emphasis on the model in which we use to guide our instruction, but how often do we use a framework to guide all the models we use? Having a common underlying framework to that acts as a rudder to steer your class, and even your professional ship, is becoming more and more important to me as an educator. This is something outside of your “why” as a teacher, and much more focused on getting to the core of why you are choosing to teach the way you teach, as opposed to just, why are you a teacher.