A How-to for Pairing Standard 1 NHES Infused Performance Indicators with NHES Skills and CASEL Competencies: Planning for the Health Education Classroom
— Shonna Snyder and Mary Connolly
The purpose of this article is to provide the practicing teacher with a planning tool that helps infuse NHES 1 with NHES 2-8 and SEL competencies and sub-competencies in their lessons and units. Because the focus on the social and emotional learning of students is in high demand given the stresses that currently plague society, it is important that teachers have the tools to incorporate the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies and the National Health Education Standards (NHES) into their daily lessons and units. This article provides the teacher with instruction on how to infuse health education content into the health education skills and align social and emotional learning. The article expands the recently published CASEL and NHES Crosswalk (SHAPE, 2021b) to dig deeper into the infusion of Standard 1 of the NHES. The authors provide concrete steps and examples to show teachers practical ways for incorporating health education content, skill standards, and social and emotional learning.
Community Building: A golf and fitness university-school partnership
— Tan Leng Goh, Jan Bishop, and Michael Saccuzzo
The purpose of this article is to highlight how a community partnership between a Northeastern U.S. university and a racially/socioeconomically diverse local elementary school (58.3% students on free/reduced lunch) impacted learners in both physical education programs. Based on the Comprehensive School Physical Activity Program model, community partnership can help support students to be physically active. This community partnership focused on achieving the National Physical Education Standards.
Want a Positive Management System? Try a Token Economy
— Peter Iserbyt, Shu Cheng, and Kian Vanluyten
The purpose of this article is to lay out how physical education teachers can implement a token economy in their lessons. Following an introductory vignette, five steps to guide teachers on how to implement a token economy are described, namely (1) selection and definition of target behaviors, (2) selection of tokens, (3) selection of backup reinforcers, (4) selection of a reinforcement schedule, and (5) the exchange of tokens.
Strategies for Utilizing Flipgrid in PETE Curriculum
— Carrie Taylor, Shandra Shawver, and Eric Lange
Flipgrid provides a medium for PETE students to embrace technology within the classroom setting. The goal of this research was to integrate Flipgrid into PETE courses at a mid-size university, reviewing changes in student skill performance, peer interaction/engagement and cognitive development.
Think Outside the Trash: Transforming recyclables into physical activity equipment
— YuChun Chen and Victoria Breeding
Since most Americans have spent the majority of their time at home during the pandemic, and those who are parents have spent 18% of the time with their children, it would be wise to spend the time as a family in meaningful projects and activities that reduce sedentary behaviors and advocate the importance of recycling education. This article provides readers with eight projects on transforming recyclables into useful equipment.
Top Tips for Online Teaching in Physical Education
— Sophie Waller and Paul Schempp
Online learning in physical education is here to stay. While this may be unfamiliar territory to many physical education teachers, it is an area ripe with possibilities and potential. Recent research offers teachers the best practices for creating an exciting online learning environment. This article offers the top ten tips for any teacher to increase the quality of their instructional experience.
THE LAW AND YOU:
Discrimination and Gender Equity
— Tonya L. Sawyer
This case focuses on Title IX and issues related to the treatment of Lee High School’s softball program as compared to its baseball program, but was expanded to examine all of the girls’ teams at the school. Defendants’ denial of equal treatment and benefits constitutes intentional discrimination against the Plaintiff’s daughters based solely on their gender.
Teaching Traditional Pre-Teaching in Physical Education for Students with Visual Impairments
— Cristina Iannacchino, Lauren J. Lieberman and Lindsay Ball
Students with visual impairments do not have the same opportunity to see the equipment, activity, field, court, or game play as their sighted peers. Therefore, pre-teaching; the exposure to the entire upcoming unit before it starts is warranted in order better support their inclusion in every activity with their peers at the same pace.
Teaching Physical Education During Ramadan Observance
— Ali N. Alshuraymi and Paul M. Wright
Culturally responsive teaching is an important approach that can guide all educators in responding to their students’ various cultures, needs, interests, religions, languages, abilities, and learning preferences. Doing so helps to create an inclusive environment for all students that views diversity as a strength. PE teachers, like teachers in any other subject area, should be aware of their students' different backgrounds, keep in mind that each student is unique, and make reasonable accommodations when necessary (e.g., students with disabilities, Muslim students who are fasting during Ramadan observance, international students who speak different languages). Unlike classroom teachers, PE teachers may need to make additional accommodations when a student’s ability to engage in strenuous physical activity is limited. Ramadan observance is one such case, so this paper presents some tips, activities, and practical recommendations that PE teachers may wish to consider.
Dodgeball: The joke’s on us
— Julia F. Tracy and Rhonda Hovatter
A recent social media post about dodgeball was an all too familiar attempt to validate the game as credible physical education content. It was evident by the many replies and comments to the post, that many in our profession are (a) still playing this “hall-of-shame” game; (b) think that all students love it; (c) believe it is teaching some kind of life skill and (d) if we don’t play it, we are making kids “soft”. Dodgeball has been in the mock “physical education hall of shame” for over twenty years. How is this still a go-to for so many in our profession? Additionally, why do so many in our profession continue to defend the game with conviction, and shame those who oppose it.
Let’s get back to Basics: Establishing Positive Relationships with Students
— Zachary Wahl-Alexander
Educators have witnessed a multitude of changes over the past twenty-five years. School shootings, social media, cyberbullying and more recently the COVID pandemic, all have transformed not just education, but the concept of what a “typical” student looks like. Now, more than ever before, students are exposed to a multitude of stressors with limited help or guidance. Unfortunately, with the influx of technology and a lack of face-to-face interactions due to COVID restrictions limiting social interactions, children are confronting these challenges without support normally provided by their peers. In the face of all these hardships, physical educators must be tasked with forging, developing and solidifying lasting relationships to deliver another layer of support.