Strategies May June 2022 cover
May / June 2022



Strategies: A Journal for Physical and Sport Educators

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  May/June 2022 (Volume 35, Issue 3)

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Table of Contents

Free Access Article
Replacing Homework with Home Fun!
– Jenny Linker and Alaina Driscoll

Comprehensive school physical activity programs (CSPAPs) aim to increase students’ physical activity opportunities across the entire school day. Targeted areas include physical education, classes throughout the curriculum, before and after school settings, and time spent both with families and in the community. Home fun (formally known as homework) is an underutilized strategy that can address multiple CSPAP components while providing students opportunities to develop their physical literacy. This article provides a definition of “home fun,” applications to address interdisciplinary goals, and includes guiding principles for creating effective home fun tasks.

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The Utility of Game-Based Approaches Within the PE Curriculum Design and Implementation Process to develop more ‘More Knowledgeable Others’
Kendall Jarrett

This article presents information relating to the use of a specific family of pedagogical approaches, namely game based approaches (GBAs), as a means to design physical education curricula that develops and recognises learners as MKOs. Also discussed is Wiggins and McTighe’s (2005) Understanding by Design framework and its use in designing a PE curriculum that aligns to the key features of GBA implementation. Finally, strategies are presented to help teachers overcome common challenges of GBA implementation so that more MKOs are recognized and developed in our PE classes.

Fostering Students’ Physical Literacy through Academic Conversations: Using Think-Pair-Share as a Teaching Strategy in Physical Education
Francis Lynott III, Tracy Nelson and Hyun-Ju Oh

According to SHAPE America, the goal of physical education "is to develop physically literate individuals". Whitehead suggests that physically literate is a process that can be enriched with the development of the cognitive and affective learning domains through academic conversations. Although common to other content areas, the Think-Pair-Share teaching strategy in physical education is unique and can be utilized to develop Physical Literacy. Think-Pair-Share can be an effective way to engage students in academic conversations to achieve physical literacy and enrich a quality physical education with a little planning. This article introduces the Think-Pair-Share to foster students' physical literacy using a three-phase strategy.

Behaviorism, Skinner, and Operant Conditioning: Considerations for Sport Coaching Practice
Thomas Leeder

The aim of this article is to provide a concise overview of the theoretical assumptions of behaviorism, which generally informs ‘traditional’ approaches to sport coaching. Burhuss Frederic Skinner’s (1904–1990) theory of Operant Conditioning is discussed, alongside considerations for sport coaching practice. For coaches who draw upon the principles of Skinner’s theory of Operant Conditioning, four reflective questions are posed. This article does not attempt to present behaviorism or Skinner’s work as superior or inferior to any other theory of learning. Rather, this article is founded on the belief that sport coaches would benefit from a greater understanding of their assumptions about learning, enabling them to make more informed choices and modifications to their practice.

Goubak® in Physical Education: Strategies for Understanding a New Sport for Everyone
Victor Manso-Lorenzo, Carlos Evangelio, Javier Fraile-García, Angel Ibaibarriaga, and Sixto González-Víllora

The aim of this article is to present Goubak® as an innovative sport for physical education classes. First, its content is defined, explaining its main exclusive elements (playing field, goal, and ball) and features. Second, it explains how to play a match of Goubak® from start to finish, describing the rules that govern this sport.


Integrating Cross Training in Dance Education
– Mya Pepito and Jiling Liu

As the athleticism and physical demands of the art of dance continue to progress, dancers are facing growing physical and mental challenges. To overcome various challenges, it is critical to integrate cross training into dance education. In this article, we discuss what cross training is and its importance to dancers and offered suggestions for dance educators to consider when creating cross training plans.

Coaching Resistance Bands Training for Children during COVID-19
– Ferman Konukman, Bijen Filiz, Ertan Tufekcioglu, Mohsen Afrouzeh, Shahrouz Ghayebzadeh, and Murat Erdogan

Research indicates that resistance training provides many health and fitness benefits to children and adolescents as long as proper guidelines and training provided such as increased, muscle strength, muscle power-endurance, bone mineral density, improved motor skill performance and reduced sport injuries. As a result, resistance bands training could be an affordable and appropriate training at home for children with proper training and supervision during the COVID-19 pandemic. Therefore, the purpose of this article is to provide guidelines about how to train children using resistance bands.

Moving Beyond Performance: Advocacy for racial equity in health and physical education
– Tara B. Blackshear

The purpose of this article is to put racism on the HPE agenda with accountability measures using a critical whiteness lens. For HPE professionals, a critical whiteness lens involves examining beliefs that white cultural norms in HPE are conventional and benefit those who do not identify as white or with white culture and the willingness to confront racism and the impact on students.  

Recommendations for Helping Cooperating Teachers Support Teacher Candidates with edTPA
– Craig Parkes, Deborah Baxter, and Shelley Holden

The aim of this manuscript is to provide PHETE program coordinators/faculty with recommendations for improving CTs ability to better support TCs during the physical and health education edTPA process. The authors will provide specific examples of how they used their own empirical research findings to improve edTPA success within their respective undergraduate PHETE programs.