The COVID-19 pandemic has been a source of stress and anxiety to physical educators. This is likely due to school schedule changes, job security, balancing work and family commitments, and trying to navigate how to teach physical education in a distance learning format. Governments, schools, teachers, and families have been navigating the complexity of the mass shift to distance learning. The purpose of this feature is to address some frequently asked questions about teaching physical education remotely. Specifically, this article addresses meeting the needs of low-income students, at home equipment strategies, teaching elementary physical education remotely, parent/guardian engagement, and building and maintaining relationships online. The social connectedness between teacher-student and student-student which is inherently lacking in distance learning is an important consideration for teachers. It is essential that teachers address the social needs for themselves and their students during remote teaching and learning. To adequately address each question connections to research are made in addition to identifying best practices and instructional resources. Although the pandemic has created uncertain times, educators are resilient and will find a way to overcome barriers to meet the needs of their learners to achieve quality learning outcomes.
Dancing has been recommended as a suitable home-based physical activity during the quarantine period associated with the COVID-19 pandemic. Dancing can reduce sedentary behavior, and thereby maintain physical and emotional health. The aim of this article was to provide support to dance, fitness, and/or other health professionals in guiding individuals wishing to practice dancing activities at home. By considering dancing as a strategy to increase levels of physical activity at home, this article is divided into three sections: i) the structure of a dance session, ii) elements of aerobic fitness, and iii) safety considerations. A home setting dance session lasts ~40-50min, including the warm-up, the specific dancing activities, and the cool-down.
Anticipatory activities provide physical educators powerful opportunities to build relationships with their students, activate and assess background knowledge, and pique students’ interest in the day’s lesson. In this article, we present four literacy tools that can be easily implemented into anticipatory components of physical education lessons. These literacy tools include: Interest and Attitude Inventories, Knowledge Ratings, K-W-L, and Prediction Guides. We will discuss the strengths of each tool based upon the educators’ specific purposes. Following discussion of the different tools, we provide an overview chart for teachers’ easy reference of the tools.
Helping children find personal meaning and improve proficiency while submersed in the value of sport is critical to emotional/social development. Self-talk (ST) is a cognitive learning strategy that we can harness to encourage and prepare children to solve a problem or address an imminent situation, while acknowledging that they mature at different rates. A child’s ST could be helpful or hurtful, encouraging or disparaging, thought provoking or dull, depending upon the athlete’s interactions with teachers and coaches. ST is a skill teachers and coaches may emphasize which will help those students and athletes in their care grow and develop towards their full potential.
Plaintiff injured his ankle sliding into third base during a junior varsity baseball game. John Suk was the JV baseball coach for Bound Brook High School and was also acting as the third base coach during the game in which plaintiff was injured. Plaintiff filed suit alleging defendants "negligently" and "carelessly" supervised the JV baseball game.
In this article, youth soccer is divided into four age groups, each reflecting what is developmentally appropriate for that given age. It is important for physical educators and coaches to note the psychomotor, cognitive, and psychosocial differences between ages, as this will impact practice structure and activities.
Time spent in PE increases other subject achievement. Human beings benefit from movement. We think better. We are more creative. That is why corporations such as Google have learned that having happy employees equates to more and better output in less time. The trend in the workplace has been to add recreation areas and offer time for employees to use them. We can apply this same concept to children.
This article will discuss the science of learning, and considerations for ensuring that what and how we teach will support students’ moving towards health and well-being.