Table of Contents
Building a Winning Culture
– Jason Demas
Winning teams have it, losing teams want it, and every coach wants to create it at the start of a new season. Culture can influence and determine the success or failures of any athletic program, especially if it is ignored (Roberge, 2019). A negative culture may provide an excuse for a losing team, but the pressure steadily rises for all coaches to produce success (Schroeder, 2010). Any team needs a recipe for success, and one can create greatness by training and developing your team to be their best (Gordon, 2010). However, thousands of intangibles exist in the equation, and determining the importance of life skills can play a large part in a team’s positive or negative experience (Vallee & Bloom, 2016). Every coach has the power to change the culture of his or her program, all they need is a positive attitude and ability to be self-reflective (Roberge, 2019). Yet, it's ultimately up to the athletes to step and accept the challenge of any opportunity when provided the tools for success (Yukelson & Rose, 2014).
Teaching Physical Education in the COVID-19 Context: Pedagogical content, organization and challenge of health education
– Said Ihbour, Houssin Boumadi, Mohamed Najimi, and Fatiha Chigr
The back-to-school period takes place in a particular context marked by the obligation to adopt strict health security measures to fight against the spread of the COVID-19 pandemic. Physical distancing, as one of the main measures imposed in the situation of the current health crisis, represents a major constraint to the teaching of physical education (PE) in schools. This article explores benchmarks representing a guide allowing PE teachers to safely resume their activities in this COVID-19 context.
Building Teacher Resilience During a Pandemic
– Prithwi Raj Subramaniam and Deborah Wuest
With the widespread prevalence of trauma in schools due to adverse childhood experiences (ACEs) and exacerbated by COVID-19, teachers are faced with a myriad of challenges, both in their professional and personal lives. Resilience can help teachers cope with these challenges. Resilience is the ability to adapt well, cope, and rebound in the face of challenges. Resilience is the inner strength we all have that helps us deal with challenges in healthy ways. The strength of our resilience tends to ebb and flow; there are times that you will be more resilient than other times. Being resilient does not mean that you won’t experience stress or difficulties. But you’ll be able to harness your strengths to effectively adapt and deal with them, learn, and grow. The behaviors, thoughts, and actions associated with resilience can be learned, developed, and strengthened.
The Assessment Cycle: A Simple Model to Capture Student Growth
– Glenn Hushman, Carolyn Hushman, and Adriana Lucero
In today’s educational climate, physical education teachers are required to assess student learning in order to document student growth and demonstrate effectiveness as a teacher. However, because many schools limit the amount of time students spend in physical education, it is often difficult to assess student learning without it interfering with students’ opportunities to stay active during class time. This article presents an assessment cycle that will allow for a physical education teacher to assess student performance longitudinally over a unit, while maximizing participation time of students.
Promoting Social-Emotional Learning Through Physical Activity
– Caitlyn Olive, Karen Gaudreault, Bryan McCullick, and Phillip Tomporowski
Effective teaching of SEL skills through PA is dependent upon deliberate and consistent integration into structured PA learning experiences. Structured PA should include a lesson focus, practice of skills, and assessment. The purpose of this paper is to provide practitioners with: 1) an overview of SEL, 2) guidance in teaching SEL within PA contexts, and 3) for implementing SEL and PA opportunities in after-school programs (ASPs).
ADVOCACY IN ACTION
Adding International Resources to your Advocacy Toolbox
– Paul M. Wright and Victoria N. Shiver
Integrating international resources in your advocacy toolbox can help promote a more inclusive environment, set a tone for culturally responsive teaching, and foster cross-curricular collaboration while educating stakeholders about the importance of physical education through an international lens. In this article, we discuss ways that advocacy efforts and materials can reflect these same commitments by describing a good source for and examples of international advocacy materials.
Strategies for Integrating Breathing and Yoga Sequences in the Classroom
– Dannon G. Cox and Peter Stoepker
Practicing Yoga in the classroom has been shown to positively change student behavior and to promote self-regulation. However, it can be difficult for teachers to incorporate Yoga if knowledge and resources are limited. Therefore, the purpose of this article is to provide strategies for teachers to integrate breathing and yoga postures into the classroom.
Embedding Fitness into Skill Development and Team Practice Sessions
– Anthony Smith
The purpose of this article is twofold including how to use functional movement exercises as part of a warm-up routine and how to embed functional fitness movements into youth sport practice sessions.
THEORY INTO PRACTICE
The Development and Delivery of Online Professional Development in Physical Education
– Collin Brooks, Peter Stoepker, Brian Mosier, and Brent Heidorn
The purpose of this article is to highlight professional learning opportunities often available with an online graduate degree program in physical education. Specific strategies for effective development and delivery are provided.