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":"35 1","pages":"25 - 28"},"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}
Pub Date : 2022-11-02DOI: 10.1080/08924562.2022.2120138
H. Bartley, C. McKay
Abstract The focus of this article is to offer tips for physical education teachers to develop and grow professionally. The six tips provided are not listed in order of importance, nor are they meant to be an exhaustive list. Instead, tips for enhancing professional development practices within the physical education profession are categorized based on associations with knowledge, practice, and student achievement.
{"title":"Why Informal Professional Development Matters: Six Tips to Developing Professionally in the Physical Education Profession","authors":"H. Bartley, C. McKay","doi":"10.1080/08924562.2022.2120138","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120138","url":null,"abstract":"Abstract The focus of this article is to offer tips for physical education teachers to develop and grow professionally. The six tips provided are not listed in order of importance, nor are they meant to be an exhaustive list. Instead, tips for enhancing professional development practices within the physical education profession are categorized based on associations with knowledge, practice, and student achievement.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"20 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063541","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: 10.1080/08924562.2022.2120754
Eric Shea, Brent Heidorn
Abstract Assessing student learning is important in education, particularly in K-12 schools. Quality assessment includes collecting, synthesizing, and interpreting information so that educators can make more informed decisions for continued teaching and student learning. With quality assessment, teachers can better evaluate the learning that has taken place among their students. The purpose of this article is to provide a brief overview of assessment concepts, and highlight examples and recommendations for quality assessment in physical education.
{"title":"Quality Assessment in Physical Education: Concepts, Examples and Recommendations","authors":"Eric Shea, Brent Heidorn","doi":"10.1080/08924562.2022.2120754","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120754","url":null,"abstract":"Abstract Assessing student learning is important in education, particularly in K-12 schools. Quality assessment includes collecting, synthesizing, and interpreting information so that educators can make more informed decisions for continued teaching and student learning. With quality assessment, teachers can better evaluate the learning that has taken place among their students. The purpose of this article is to provide a brief overview of assessment concepts, and highlight examples and recommendations for quality assessment in physical education.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":" ","pages":"46 - 48"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47069082","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: 10.1080/08924562.2022.2120745
Timothy Hopper, J. Rhoades
Abstract In this series of two articles, we connect complexity theoretical frameworks of ecological dynamics and enactivism to initiatives for learning to play tennis advocated by USTA and Tennis Canada. These initiatives were inspired by the International Tennis Federation commitment to reduce the complexity of learning tennis by rescaling the game for children and novice players. This article suggests that tennis teaching is shifting from a skill and drill approach to one embracing a play-practice-play idea in line with Ecological Dynamics. Considering players as dynamic and adaptive sense-making beings, this article outlines how these initiatives create the conditions to embrace insights from motor learning in relation to a constraints-led approach, and enactivism from embodied cognition. This first article concludes with applying an enactivist teaching strategy called modification by adaptation to these tennis initiatives, showing how players of diverse ability can challenge each other, promoting more game-based dynamic learning.
{"title":"Part 1—USTA and Tennis Canada Learning to Play Tennis Initiatives: Applying Ecological Dynamics, Enactivism, and Participatory Sense-Making","authors":"Timothy Hopper, J. Rhoades","doi":"10.1080/08924562.2022.2120745","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120745","url":null,"abstract":"Abstract In this series of two articles, we connect complexity theoretical frameworks of ecological dynamics and enactivism to initiatives for learning to play tennis advocated by USTA and Tennis Canada. These initiatives were inspired by the International Tennis Federation commitment to reduce the complexity of learning tennis by rescaling the game for children and novice players. This article suggests that tennis teaching is shifting from a skill and drill approach to one embracing a play-practice-play idea in line with Ecological Dynamics. Considering players as dynamic and adaptive sense-making beings, this article outlines how these initiatives create the conditions to embrace insights from motor learning in relation to a constraints-led approach, and enactivism from embodied cognition. This first article concludes with applying an enactivist teaching strategy called modification by adaptation to these tennis initiatives, showing how players of diverse ability can challenge each other, promoting more game-based dynamic learning.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"3 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42515203","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: 10.1080/08924562.2022.2120350
Donal Howley
Abstract Student voice is frequently advocated for in Physical Education (PE). Yet, often when student voice is presented and described, what is found are strategies and methodologies that capture or give voice, where teachers work on rather than with students. This article presents six simple strategies I have successfully utilized to enact student voice in high school PE settings.
{"title":"Talking the Talk, Walking the Walk: Six Simple Strategies for Enacting Student Voice in Physical Education","authors":"Donal Howley","doi":"10.1080/08924562.2022.2120350","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120350","url":null,"abstract":"Abstract Student voice is frequently advocated for in Physical Education (PE). Yet, often when student voice is presented and described, what is found are strategies and methodologies that capture or give voice, where teachers work on rather than with students. This article presents six simple strategies I have successfully utilized to enact student voice in high school PE settings.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"38 - 40"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45116988","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: 10.1080/08924562.2022.2120751
Lynn Pantuosco-Hensch
Abstract This article is a compilation of advice for young athletes. This guidance is based on years of research by experts in sports medicine, and strength and conditioning, as well as Olympic and NCAA professionals. By studying athletes who compete at advanced levels, experts can better identify what it takes to become a successful athlete. Since there are many factors that go into long-term athletic success, focus on the factors you can control.
{"title":"A Message to Share with Your Future Athletes","authors":"Lynn Pantuosco-Hensch","doi":"10.1080/08924562.2022.2120751","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120751","url":null,"abstract":"Abstract This article is a compilation of advice for young athletes. This guidance is based on years of research by experts in sports medicine, and strength and conditioning, as well as Olympic and NCAA professionals. By studying athletes who compete at advanced levels, experts can better identify what it takes to become a successful athlete. Since there are many factors that go into long-term athletic success, focus on the factors you can control.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"44 - 45"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59551330","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: 10.1080/08924562.2022.2120139
Brad Strand, A. Anderson, Jackson Kreuser,, Jared Samuelson
Abstract Mental toughness in athletes is a difficult concept to explain but essential for long-term success in sport. Fostering mental toughness requires both physical and mental challenges. In sport, this is most often executed during practice sessions. This article defines the concept of mental toughness and provides ideas on the role of coaches in establishing mental toughness in their athletes.
{"title":"A Coach’s Role in Fostering Mental Toughness","authors":"Brad Strand, A. Anderson, Jackson Kreuser,, Jared Samuelson","doi":"10.1080/08924562.2022.2120139","DOIUrl":"https://doi.org/10.1080/08924562.2022.2120139","url":null,"abstract":"Abstract Mental toughness in athletes is a difficult concept to explain but essential for long-term success in sport. Fostering mental toughness requires both physical and mental challenges. In sport, this is most often executed during practice sessions. This article defines the concept of mental toughness and provides ideas on the role of coaches in establishing mental toughness in their athletes.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"29 - 37"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48422930","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 : 2022-09-03DOI: 10.1080/08924562.2022.2100160
James A. Kelley, Brent Heidorn
Abstract 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.
{"title":"Engaging Students in Physical Activity, Skill, and Fitness Participation","authors":"James A. Kelley, Brent Heidorn","doi":"10.1080/08924562.2022.2100160","DOIUrl":"https://doi.org/10.1080/08924562.2022.2100160","url":null,"abstract":"Abstract 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.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":" ","pages":"38 - 40"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47818420","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 : 2022-09-03DOI: 10.1080/08924562.2022.2100151
Camryn Riggins, Jiling Liu
Abstract 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 article aims to explain benefits of incorporating emotional regulation into physical education and how to teach it through games.
{"title":"Fostering Emotional Regulation of Elementary School Children Through Games in Physical Education","authors":"Camryn Riggins, Jiling Liu","doi":"10.1080/08924562.2022.2100151","DOIUrl":"https://doi.org/10.1080/08924562.2022.2100151","url":null,"abstract":"Abstract 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 article aims to explain benefits of incorporating emotional regulation into physical education and how to teach it through games.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"31 - 34"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41698248","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 : 2022-09-03DOI: 10.1080/08924562.2022.2100535
D. Wuest, P. Subramaniam
Abstract 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.
{"title":"Preparing Trauma-Informed Future Educators","authors":"D. Wuest, P. Subramaniam","doi":"10.1080/08924562.2022.2100535","DOIUrl":"https://doi.org/10.1080/08924562.2022.2100535","url":null,"abstract":"Abstract 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.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":"35 1","pages":"16 - 20"},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48325856","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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