As outlined in this article, CPE uses a text and classroom sessions to teach healthy lifestyle concepts and principles as well as self-management skills that promote lifelong fitness and active living. CPE programs are meant to be an important part of quality physical education (PE) programs. A dozen reasons are provided to help physical educators gain the support of all stakeholders including students, parents, administrators, board members, and members of the community.
This paper discusses the embodied nature of physical literacy with specific attention given to the interconnectedness of embodiment, lived experience and meaning (assemblage). Through the exploration of these concepts, it is possible to understand how physical literacy is centered on monist, existential and phenomenological philosophical schools of thought.
The manuscript offers readers an example of how one physical education teacher education (PETE) program created a service learning course to integrate the Comprehensive School Physical Activity Program (CSPAP) into the PETE curriculum. A PETE professor formed a partnership with a local school to facilitate physical activity opportunities for children during the existing afterschool program. The partnership provided preservice teachers enrolled in the service learning course with applied experience integrating one component of CSAP.
An alternative way to approach outdoor education in PHE, while still reaping its numerous benefits, is nature-based physical activity (NBPA). NBPA refers to physical activities that are done in natural areas, require little specialized equipment, can be participated in by the majority of youth, are costefficient and can be implemented by PHE teachers on a regular basis. Sample NBPA activities that teachers can easily implement with their classes are presented.
The Fit Family Challenge, a web-based healthy lifestyle program, was developed to motivate families to participate in more physical activity by tracking their behaviors and by providing them with educational materials and community events to attend with their families. This manuscript is an account of the steps taken and the efforts needed to make a county-wide family physical activity initiative such as the Fit Family Challenge successful.
This case examines a freshman on her high school swim team who broke her neck diving into shallow water during a swim meet. The court heard arguments based on negligence and who is responsible for the accident.
The aim of this article was to examine how to effectively incorporate students with learning and movement difficulties into mainstream physical education environments. The use of alternate teaching strategies, alongside positive reinforcement, seems to promote participation within physical education for children with difficulties.
Individuals with visual impairments (e.g. retinal detachment, low vision, complete blindness) tend to experience barriers that can limit vigorous participation in physical education. Research generally indicates that individuals with visual impairments and/or retinal detachment perform below the physical fitness levels of their peers. The fact is that children with a number of physical impairments have the potential to perform equally as well or better than their same-age peers when provided with equal opportunity and encouragement.
This article ponders the question “If we were not tied to history and tradition, would we will still choose to do physical education in this same way?” and offers three iterative steps as one strategy physical education professionals can use to move forward in coming to an answer.
This article discusses the value of membership in professional associations such as SHAPE America, and how the resources these associations provide can help develop a physical educator develop and advance in their career. This article talks about how it’s important to be a member for your professional legacy.