Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2147370
Karie Orendorff, C. Egan
Abstract In Montana, SHAPE Montana Board members saw the reduction and replacement of physical education with traditional classroom time and decided to spring into action. Collectively, they leveraged their state organization (SHAPE Montana) and created an advocacy program called “The 150 Program” to promote the importance of physical education and physical activity to classroom teachers and administrators. Below are some key strategies this group used to advocate for expanded physical education and physical activity opportunities for elementary school students in Montana. The overall goal of the program was for elementary school students to accumulate the recommended 150 minutes a week of physical activity, with quality physical education being a major component.
{"title":"Using your State Organization to Advocate for Expanded Physical Education Opportunities","authors":"Karie Orendorff, C. Egan","doi":"10.1080/08924562.2022.2147370","DOIUrl":"https://doi.org/10.1080/08924562.2022.2147370","url":null,"abstract":"Abstract In Montana, SHAPE Montana Board members saw the reduction and replacement of physical education with traditional classroom time and decided to spring into action. Collectively, they leveraged their state organization (SHAPE Montana) and created an advocacy program called “The 150 Program” to promote the importance of physical education and physical activity to classroom teachers and administrators. Below are some key strategies this group used to advocate for expanded physical education and physical activity opportunities for elementary school students in Montana. The overall goal of the program was for elementary school students to accumulate the recommended 150 minutes a week of physical activity, with quality physical education being a major component.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49181044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2146616
Dan Grube, Stephanie Little, Amy J. Stringer
Abstract Beginning and experienced teachers were surveyed on the most important things a beginning health and physical education teacher (HPE) needs to know. The results showed a range of broad topics that affect early career teachers as they are inducted in to the teaching field. Some of the responses are more prescient and relate to current events and others relate to the new generation of teachers in the field. And some responses seem to address important aspects of teaching that are consistent with what we know about HPE curriculum and pedagogy and that continue to need strengthening in the ever-evolving landscape of education. The “top 10” list ranges from personal well-being to strategies for instruction and appropriate practices. Additionally, more current issues being addressed in schools such as the focus on relationships and culturally responsive teaching are reflected in the list. Finally, classroom management rose to the top and is reflective of something many teachers struggle with early in their careers
{"title":"The Top 10 Things a Beginning Health and Physical Education Teacher Needs to Know","authors":"Dan Grube, Stephanie Little, Amy J. Stringer","doi":"10.1080/08924562.2022.2146616","DOIUrl":"https://doi.org/10.1080/08924562.2022.2146616","url":null,"abstract":"Abstract Beginning and experienced teachers were surveyed on the most important things a beginning health and physical education teacher (HPE) needs to know. The results showed a range of broad topics that affect early career teachers as they are inducted in to the teaching field. Some of the responses are more prescient and relate to current events and others relate to the new generation of teachers in the field. And some responses seem to address important aspects of teaching that are consistent with what we know about HPE curriculum and pedagogy and that continue to need strengthening in the ever-evolving landscape of education. The “top 10” list ranges from personal well-being to strategies for instruction and appropriate practices. Additionally, more current issues being addressed in schools such as the focus on relationships and culturally responsive teaching are reflected in the list. Finally, classroom management rose to the top and is reflective of something many teachers struggle with early in their careers","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42857888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2146617
Sean Fullerton
Abstract The purpose of this article is to provide practical applications for eccentric focused RT through the lens of DI that K-12 PE teachers can incorporate within their curriculums. Within the DI framework, differentiated assessments are key to measure readiness and the product of learning. The Brockport Fitness Tests are presented as a strategy to employ differentiated assessments. Eccentric focused RT protocols and exercises are outlined to accommodate varying ability levels. Additionally, an example weekly plan and workout template are presented as useful examples for teachers to utilize to promote effective and motivating strategies.
{"title":"Differentiated Instruction in PE through Eccentric-Focused Resistance Training","authors":"Sean Fullerton","doi":"10.1080/08924562.2022.2146617","DOIUrl":"https://doi.org/10.1080/08924562.2022.2146617","url":null,"abstract":"Abstract The purpose of this article is to provide practical applications for eccentric focused RT through the lens of DI that K-12 PE teachers can incorporate within their curriculums. Within the DI framework, differentiated assessments are key to measure readiness and the product of learning. The Brockport Fitness Tests are presented as a strategy to employ differentiated assessments. Eccentric focused RT protocols and exercises are outlined to accommodate varying ability levels. Additionally, an example weekly plan and workout template are presented as useful examples for teachers to utilize to promote effective and motivating strategies.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2147376
Kason O’Neil
Abstract The purpose of this article is to review the four sources of self-efficacy and provide practical examples of how physical educators and youth sport coaches can implement them into their current practice to improve motor performance.
{"title":"Using the Sources of Self-Efficacy to Improve Motor Performance","authors":"Kason O’Neil","doi":"10.1080/08924562.2022.2147376","DOIUrl":"https://doi.org/10.1080/08924562.2022.2147376","url":null,"abstract":"Abstract The purpose of this article is to review the four sources of self-efficacy and provide practical examples of how physical educators and youth sport coaches can implement them into their current practice to improve motor performance.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48735528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2147373
William C. Gilliland, Jiling Liu
Abstract To assist basketball coaching lockdown defense at early training stages, we break down defensive strategies into fundamentals, man-to-man, closeouts, and rebounding in this paper. We also recommend specific drills to solidify these areas of defense.
{"title":"Lockdown Defense in Basketball Training","authors":"William C. Gilliland, Jiling Liu","doi":"10.1080/08924562.2022.2147373","DOIUrl":"https://doi.org/10.1080/08924562.2022.2147373","url":null,"abstract":"Abstract To assist basketball coaching lockdown defense at early training stages, we break down defensive strategies into fundamentals, man-to-man, closeouts, and rebounding in this paper. We also recommend specific drills to solidify these areas of defense.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49076255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2146962
ByYilin Li, Weidong Li
Abstract Sports are a central part of Grades 3-12 curricular content in school physical education. Guided by the theory of situated learning, a new curricular model called Situated Game Teaching through Set Plays (SGTSP) has been proposed to systematically teach sports to 3rd–12th graders and college students using situated set plays from a situational and relational perspective. This article introduces SGTSP and its key features and uses tennis as an example to provide guidance on how to teach sports using SGTSP. This model provides an alternative approach to develop students’ decision-making ability and game competence through authentic, meaningful, and practical real-life game scenarios, which involve a complex interplay of techniques, tactics, anticipation, responses, and interaction with the dynamic game environment. To effectively implement this model, physical education teachers need to develop in-depth content knowledge, follow five pedagogical steps, and use effective classroom management to maximize student learning in physical education.
{"title":"Developing Students’ Game Competence: Situated Game Teaching through Set Plays","authors":"ByYilin Li, Weidong Li","doi":"10.1080/08924562.2022.2146962","DOIUrl":"https://doi.org/10.1080/08924562.2022.2146962","url":null,"abstract":"Abstract Sports are a central part of Grades 3-12 curricular content in school physical education. Guided by the theory of situated learning, a new curricular model called Situated Game Teaching through Set Plays (SGTSP) has been proposed to systematically teach sports to 3rd–12th graders and college students using situated set plays from a situational and relational perspective. This article introduces SGTSP and its key features and uses tennis as an example to provide guidance on how to teach sports using SGTSP. This model provides an alternative approach to develop students’ decision-making ability and game competence through authentic, meaningful, and practical real-life game scenarios, which involve a complex interplay of techniques, tactics, anticipation, responses, and interaction with the dynamic game environment. To effectively implement this model, physical education teachers need to develop in-depth content knowledge, follow five pedagogical steps, and use effective classroom management to maximize student learning in physical education.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49537451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2147372
T. J. Davis, Kason O’Neil
Abstract The purpose of this article is to explain the purpose and opportunities that local, regional, state and national parks offer and perhaps more importantly how physical educators can encourage use of parks to meet state and national standards of physical activity.
{"title":"Promoting Local and State Parks in Physical Education","authors":"T. J. Davis, Kason O’Neil","doi":"10.1080/08924562.2022.2147372","DOIUrl":"https://doi.org/10.1080/08924562.2022.2147372","url":null,"abstract":"Abstract The purpose of this article is to explain the purpose and opportunities that local, regional, state and national parks offer and perhaps more importantly how physical educators can encourage use of parks to meet state and national standards of physical activity.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42711769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/08924562.2022.2146615
Brad Strand, M. Craw
Abstract Helping athletes perform at their best is an ongoing challenge for coaches. It is essential that coaches prepare their athletes to cope with uncontrollable factors that affect performance that occur during game or event competition.
{"title":"Focus, Flush, Reset, and Reflect: Essential Skills for Optimal Performance","authors":"Brad Strand, M. Craw","doi":"10.1080/08924562.2022.2146615","DOIUrl":"https://doi.org/10.1080/08924562.2022.2146615","url":null,"abstract":"Abstract Helping athletes perform at their best is an ongoing challenge for coaches. It is essential that coaches prepare their athletes to cope with uncontrollable factors that affect performance that occur during game or event competition.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41545123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/08924562.2022.2120351
Nancy Piedra, Jiling Liu
Abstract Physical education is an important venue to develop children’s motor competencies and healthy lifestyles. It is concerning that participation rates in secondary physical education classes have been declining in recent years. The decline is often associated with a decreased level of motivation. While many physical educators are struggling with finding effective ways to motivate their students, we recommend incorporating effective icebreakers to approach the challenge. In this article, we will discuss the benefits of using icebreakers and describe a set of three icebreakers that are easy to implement in physical education classes.
{"title":"Effective Icebreakers for Secondary Physical Education Classes","authors":"Nancy Piedra, Jiling Liu","doi":"10.1080/08924562.2022.2120351","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120351","url":null,"abstract":"Abstract Physical education is an important venue to develop children’s motor competencies and healthy lifestyles. It is concerning that participation rates in secondary physical education classes have been declining in recent years. The decline is often associated with a decreased level of motivation. While many physical educators are struggling with finding effective ways to motivate their students, we recommend incorporating effective icebreakers to approach the challenge. In this article, we will discuss the benefits of using icebreakers and describe a set of three icebreakers that are easy to implement in physical education classes.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/08924562.2022.2120140
Meghan Slagle, Helen Brown, C. Egan
Abstract Students at a K-8 magnet school drastically lacked opportunities for physical activity throughout their school day. The authors (physical education teacher and graduate advisors) describe how the physical education teacher advocated and made positive change in her school. The physical education teacher conducted a physical activity needs assessment focusing on existing programs within the school and the assessment results revealed that only one-fourth of all K–8 students were currently scheduled for either a physical activity or physical education option each quarter. The physical education teacher shared results with the school principal and received immediate support to increase PE and PA options. Upon conducting a document review of a school-wide program called Fridays in Freemont (FIF; name changed for anonymity), and using the Comprehensive School Physical Activity Program model as a guide, the physical education teacher was able to create the following changes: (1) amend the master schedule to allow for all K-3 students to participate in physical education twice a week, (2) create a userfriendly guide for school staff to use to increase PA opportunities for grades four through eight during FIF, and (3) make progress implementing a quarterly program called Families in Freemont to include families and students in PA events, in order to support the healthy futures of students on a broader scale.
{"title":"Increasing Physical Education and Physical Activity Time in School: Strategies that Worked","authors":"Meghan Slagle, Helen Brown, C. Egan","doi":"10.1080/08924562.2022.2120140","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120140","url":null,"abstract":"Abstract Students at a K-8 magnet school drastically lacked opportunities for physical activity throughout their school day. The authors (physical education teacher and graduate advisors) describe how the physical education teacher advocated and made positive change in her school. The physical education teacher conducted a physical activity needs assessment focusing on existing programs within the school and the assessment results revealed that only one-fourth of all K–8 students were currently scheduled for either a physical activity or physical education option each quarter. The physical education teacher shared results with the school principal and received immediate support to increase PE and PA options. Upon conducting a document review of a school-wide program called Fridays in Freemont (FIF; name changed for anonymity), and using the Comprehensive School Physical Activity Program model as a guide, the physical education teacher was able to create the following changes: (1) amend the master schedule to allow for all K-3 students to participate in physical education twice a week, (2) create a userfriendly guide for school staff to use to increase PA opportunities for grades four through eight during FIF, and (3) make progress implementing a quarterly program called Families in Freemont to include families and students in PA events, in order to support the healthy futures of students on a broader scale.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44601071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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