Strategies July August 2022 cover
July / August 2022



Strategies: A Journal for Physical and Sport Educators

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  July/August 2022 (Volume 35, Issue 4)

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Table of Contents

Free Access Article
Building Trust to Decrease Disruptive Behavior: A Classroom Management Intervention
– Caitlin Olive, Kristen Paulson, Samantha Moss, and Karen Gaudreault 

The purpose of this paper is to present the experience of one secondary physical education teacher and her positive behavior intervention with a class of trauma-exposed students. Specifically, this paper will share the intervention she developed and implemented through collaboration with a school counselor that resulted in positive behavior changes in these students. 

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Using the PERFORM Framework to Determine Training Session Effectiveness
Paul Downes 

This article presents the PERFORM framework as a practical tool for coaches to better determine training session effectiveness. It encompasses elements of Purpose, Environment, Relevance, Flow, Objectification, Responses and Memories. A primary advantage of the PERFORM framework is the provision of a simple and consistent tool for coaches, particularly those in the early stages of their career, to determine session effectiveness at all stages of coaching delivery. 

Increasing Physical Activity: Implementing Bike Education
Catherine Egan, Michelle Mattson, and Christ i Hollifield 

Youth in the United States are not getting the recommended daily 60 minutes of physical activity (PA) and childhood obesity is on the rise. Adequate PA is linked with numerous health benefits such as increased cardiorespiratory and muscular fitness and bone strength. Biking is a great opportunity for children of all ages to increase their PA and help reduce obesity. Some barriers to biking include lack of education and safety. Bike education can help reduce safety concerns and encourage children to bike (e.g., increase daily PA). The article includes resources for grants to implement biking programs, lesson ideas for bike education in schools, and ways to involve the community.

Application of Volleyball Teaching Through Distance Education Utilizing A Personalized System of Instruction
Burak Gunes, and Dilsad A. Mirzeoğlu 

Countries worldwide have imposed restrictions on social life and education to decrease the spread of the COVID-19 pandemic. Numerous interventions have been made in every country to ensure continued learning by utilizing distance education (DE) tools. Infrastructure and institutions have made arrangements to curtail the spread of infection while simultaneously minimizing learning loss, ensuring continuity of learning. However, physical education lessons have had the option to be conducted online the last few decades; the number of states allowing online physical education (OLPE) has grown rapidly since 2010. DE arrangements and studies on conducting physical education courses through online education suggest that a personalized system of instruction (PSI) can be determined. Further, adaptations of PSI may increase the effectiveness of DE. Using a volleyball course as example, this article elaborates on the availability of physical education and sports courses through DE by supporting PSI with several technologies.  br />
Beat COVID: Strategies for Navigating In-Person Physical Education Classes
Drew Van Dam, Jenna Morogiello, John Palmer, Dan Furlong and Jason Suby 

The purpose of this article discusses the decision to instruct several blocks of physical education classes in a variety of settings, the steps taken to reduce the risk of contracting COVID-19, and the impact these steps had on carrying out each block of instruction. 


Return to Learn Physical Education Activity Progression Post-concussion
– Allison R. Tsuchida, Nathan M. Murata and Troy M. Furutani

There is a clear need for return to learn (RTL) protocols in schools. However, as things currently stand, only return to play (RTP) protocols have been mandated across the nations. Due to the lack of RTL protocols, there are no clear guidelines on what a student who is recovering from a concussion is allowed to do during physical education, despite physical activity being an integral part of a student’s recovery. Thorough communication with the RTL concussion management team and a 5-Step RTL physical education activity progression that is based off the Centers for Disease Control and Prevention (CDC) 6-Step RTP progression model can help keep eligible students engaged in physical education.  

Effective Promotion of Athlete Responsiveness
– Craig P. DeAngelis

Modern sport coaches are tasked with overseeing the holistic development of their student athletes. An often-overlooked component of this comprehensive effort is the willingness of athletes to respond. In order for coaches to have a positive impact on their athletes, they must implement habitual practices that will promote athlete responsiveness in their coaching assignment.  

Bystander Intervention for Concussion Reporting: Putting Team Up Speak Up into Practice
– Michael Burke, Meghnaa Tallapragada, Travis R. Bell, and Gregory A. Cranmer

No issue has proliferated within the sporting landscape to the extent of sport-related concussion (SRC). SRC are a form of mild traumatic brain injuries that result from direct or indirect forces which rattle the brain inside of the skull (McCrea et al., 2013). With 300,000 annual SRC among adolescent athletes (Schallmo et al., 2017), these injuries have a widespread impact on athletes and their families. Most SRC, if treated properly, result in mild symptoms (e.g., headaches, insomnia, irritability) that dissipate within a few weeks and leave no structural changes to the brain (Stein et al., 2015). However, if SRC go undetected or are improperly managed deleterious effects may occur: extended recovery times, post-concussion symptoms, mental illness, or death with additional trauma (Cantu, 1998; Stein et al., 2014). Such consequences heighten the burdens placed upon coaches and educators who are tasked with promoting athlete wellbeing.