Reimagining the Youth Sport System Across the United States: A Commentary from the President’s Council on Sports, Fitness & Nutrition Science Board
– Meredith A. Whitley, Alan L. Smith, Travis E. Dorsch, Matthew T. Bowers, and Erin E. Centeio
The youth sport system in the United States is not achieving its full potential. There is a need to reimagine this system in ways that are evidence-based, innovative, and coordinated to best safeguard and promote the well-being of young people. The purpose of this expert commentary, composed by the President's Council on Sports, Fitness & Nutrition Science Board, is to propose a set of changes across multiple levels of influence (e.g., individual, family, school, organization) that could cultivate a more developmentally sound youth sport system. By advancing the vision of the National Youth Sports Strategy to provide quality youth sport to all young people in the country, these changes have substantial potential to benefit young people.
Promoting Parent-Teacher Communication within Adapted Physical Education using the Media Richness Theory
— Byungmo Ku, Layne Case, and Ming-Chih Sung
The Media Richness Theory (MRT) is an important framework that has been used to explain how teachers and/or parents may use media to communicate with each other. Choosing an inappropriate medium may instead oversimplify or overcomplicate information, which may negatively influence a child’s participation in PA. The purpose of this paper is therefore to describe practical examples for APE teachers to communicate with parents regarding child PA using the MRT.
The Nutrition Lab: Bringing hands-on food education to P-12 students
— Amelia Huelskamp and Sarah McCabe
This article provides an overview of innovative teaching methods used to develop food preparation skills in P-12 students with a goal of improving nutrition habits and decreasing risk for overweight and obesity. Delivered in four sessions and based on constructs from Social Cognitive Theory, the program provides opportunities for authentic skill application and practice.
Keeping Focus on Relational, Social and Emotional Needs of Students and Faculty during University-Level Remote Instruction
— Emily Jones, Julia Valley, and Deborah Garrahy
The purpose of this paper is to provide an overview of various approaches taken to address anticipated and demonstrated needs of university students, faculty and instructors through and beyond the transition to fully online instruction in the midst of the global COVID-19 pandemic. The authors discuss the complexities associated with navigating multiple levels of need, as described within Maslow’s Hierarchy of Needs. Primary examples are provided from two, mid-sized universities from the perspective of Physical Education Teacher Education faculty employed at the respective institutions.
A Call for Pickup Games in Educational Institutions
— Tyler Johnson and Gregg Twietmeyer
Informal participation in sport is a universal practice across time, space, and culture. One such manifestation is "pick-up games." A pick-up game is an informal version of a team sport played by an arbitrary or selected group of people who play because they want to, not because they have to. The purpose of this article is to highlight why pick-up games ought to be included in such institutions and to offer suggestions for how to do so.
The Home-Base Method of Teaching Tennis
— Keven Prusak, David Barney, and Ron Hager
Motor learning experts suggest that it is best to begin by teaching the whole skill rather than break it down into its component parts. Yet, most skill instruction is approached using a list of part-skill cues as are commonly taught in PETE programs. This article examines how to teach tennis skills using whole-skill cueing in a method developed for National Ski School instruction called the Home-base. Teachers and coaches may use the Home-base principles discussed herein to develop whole-skill cues for a variety of other sports.
Like Riding a Bike: Tactical intentionality in a PETE curriculum
— Jeffrey Lindauer and Clancy Seymour
While the tactical games model has been shown to be effective in motivating students and increasing activity levels during physical education (PE) lessons, few PE teachers report using the model. The continued dominance of multi-activity PE programs may be due to the occupational socialization of physical educators. This article describes how faculty from a Physical Education Teacher Education (PETE) program piloted a project with pre-service candidates to determine if an intentional integration of the TG model in a PETE curriculum may lead to more future use.
THE LAW AND YOU:
Equal Protection Rights
— Tonya L. Sawyer
This piece explores a case in which a student was forced to transfer schools because of his hair. The student is African-American and wears his hair in locs because it is part of Black culture and heritage and because he wants to emulate loved ones, including extended family members with West Indian roots, have locs.
Implementing the Teaching and Personal and Social Responsibility Model Through Fitness Units Physical Education
— Anthony Melendez-Nieves and Luis Estrada-Oliver
The purpose of this article is to propose the teaching personal and social responsibility model (TPSR) as a framework for PE teachers to develop life skills and values in student’s fitness lessons.
Friend or Foe? Potential challenges and downsides of using activity monitors in physical education
— Andreas Froberg
The purpose of this editorial is to pay attention to some previous studies that have highlighted challenges and downsides of using activity monitors in physical education. The studies call for a critical approach towards using activity monitors in physical education.
The Art of Transformational Teaching
— Jim Kamla
This Viewpoint explores the importance of becoming transformational physical education teachers so that they can revolutionize all of physical education. This revolution could have an impact on the health and wellbeing of students, not just when they are in class, but over their lifetimes.