Strategies September October 2022 cover
September / October 2022



Strategies: A Journal for Physical and Sport Educators

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  September/October 2022 (Volume 35, Issue 5)

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Table of Contents

Free Access Article
Strategies to Support and Deliver Culturally Relevant Physical Education
– Martin Vasquez, Karen Gaudreault and Sara Flory

The purpose of this article is to provide strategies for K-12 in-service physical education teachers to cultivate a culturally relevant physical education environment. First, an overview of the Culturally Relevant Physical Education (CRPE) framework is discussed. Next, practical examples and suggestions are provided to support teachers in engaging in all three components of CRPE. The continuous presence of culturally relevant teaching in the physical education setting is an on-going cycle that develops over time.

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DP2, A Model for Teaching Sport Skills
Bradford Strand and Michael Craw

Helping athletes become their best is a constant challenge for all coaches. Having a model or blueprint for teaching skills and correcting errors is essential for quality coaching. The paper explores the concepts associated with deep, deliberate, purpose practice and presents a model for teaching sport skill that we call DP2.

Preparing Trauma-Informed Future Educators
Prithwi Raj Subramaniam and Deborah Wuest

This article provides teacher educators practical strategies and guidelines to help utilize trauma-informed practices in teaching to develop and foster self-regulation among preservice teachers impacted by trauma, and through this intentional and purposeful process prepare future teachers to be trauma-informed. Additionally, the importance of trauma-informed pedagogy in mitigating trauma in the classroom is highlighted.

Don’t KISS sports education goodbye. Keep sports education simple, sweet, and effective at the middle school level
Matthew Lineberger, Brittany Crowe and Ben Harley

This article will simply expose tools and tricks for the reader to use if they so choose. The hope is that the reader relieves their fears of implementing the sports education model, applies this simplified model, and creates their own version to fit their specific classroom needs. This is not a one size fits all recipe for sports education, as it can be implemented in a successful way in many different forms, some very elaborate and some very simple, depending on your needs, your school’s needs, and the practitioner’s needs.
Hot Sauce: A Method for Differentiated Instruction
Casey Hollibaugh

Differentiated Instruction is a method for providing students with an equitable teaching experience. This article presents a method for teaching by invitation using the "Hot Sauce" method. This practical technique is discussed in detail with examples for implementation into physical education classes at all levels. Student choice and competition level are used in place of ability level or grouping students.


Fostering Emotional Regulation of Elementary School Children Through Games in Physical Education
– Camryn Riggins and Jiling Liu

During the elementary years, children often struggle with learning how to properly manage their emotions. Emotions affect one’s cognitive and metacognitive abilities and responses to problems faced. It is important for children to learn these concepts at an early age to improve their lifelong emotional regulation abilities. Studies show that participation in physical activity and sports are correlated with positive emotional development. Particularly, games in physical education can foster emotional regulation during children’s movement. While physical educators are struggling with students’ control of emotions, this paper aims to explain benefits of incorporating emotional regulation into physical education and how to teach it through games. 

Teaching Triple Jump to Middle and High School Aged Track Athletes
– Megan Joy Hoffmann and Jiling Liu

Teaching triple jump to middle and high school aged athletes might be challenging. This article discusses the basics of triple jump and how to best teach it. We suggest establishing a jumping foot first and then building on each phase of the jump: Beginning with the Hop phase, incorporating the Step phase next, and lastly, ending with the Jump into the pit. It is crucial to practice each phase with its preceding phase(s) so that athletes can clearly identify the transition between phases. To assist teaching this complex technique, a few important points are emphasized in the end of the article.  

Engaging Students in Physical Activity, Skill and Fitness Participation
– James A. Kelley and Brent Heidorn

The purpose of this article is to highlight examples for promoting and rewarding students as they pursue physical activity, motor skills, and fitness in at-home or in community-based environments. Specifically, this article will include: a) promoting positive and enjoyable at-home and in-the-community physical activity experiences for all students, and b) suggestions for rewarding students who participate.

What you Really Need to Teach Outdoor Adventure Education
– Christopher J. Stratton

Outdoor Adventure Education (OAE) has been a passion of the author since being a student teacher. Currently, he serves both PETE majors and teaching OAE at a local high school. His dual perspective as a teacher of secondary students and PETE students has given him a unique lens on how PETE programs teach initial physical educators OAE. The findings of this article are takeaways from his collective experiences.