Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244340
Kevin P. Hunt, Lisa M. Griffin
AbstractOsteoporosis and osteopenia are conditions under which the bodies creation of new bone tissue does not sufficiently match the degradation rate of existing bone. Both conditions are characterized by low bone mineral density, deterioration of bone tissue, and disruption of bone microarchitecture. Osteopenia is often considered a precursor to osteoporosis, and is typically an important factor in predicting bone mineral density degradation progression rates throughout one’s life. Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKevin P. HuntKevin P. Hunt (kevin.hunt@gcsu.edu) is a Professor.Lisa M. GriffinLisa M. Griffin is a Professor in the School of Health & Human Performance at Georgia College & State University, Milledgeville, GA.
骨质疏松症和骨质减少症是指人体产生的新骨组织不能充分匹配现有骨的降解速度。这两种疾病的特点都是骨密度低、骨组织退化和骨微结构破坏。骨质减少通常被认为是骨质疏松症的前兆，并且通常是预测一生中骨密度退化进展率的重要因素。披露声明作者未报告潜在利益冲突。kevin P. Hunt (kevin.hunt@gcsu.edu)是一名教授。Lisa M. Griffin是乔治亚州米利奇维尔乔治亚学院和州立大学健康与人类表现学院的教授。
{"title":"Early-Onset Osteopenia and Osteoporosis in Young Women: An Emerging Epidemic?","authors":"Kevin P. Hunt, Lisa M. Griffin","doi":"10.1080/07303084.2023.2244340","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244340","url":null,"abstract":"AbstractOsteoporosis and osteopenia are conditions under which the bodies creation of new bone tissue does not sufficiently match the degradation rate of existing bone. Both conditions are characterized by low bone mineral density, deterioration of bone tissue, and disruption of bone microarchitecture. Osteopenia is often considered a precursor to osteoporosis, and is typically an important factor in predicting bone mineral density degradation progression rates throughout one’s life. Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKevin P. HuntKevin P. Hunt (kevin.hunt@gcsu.edu) is a Professor.Lisa M. GriffinLisa M. Griffin is a Professor in the School of Health & Human Performance at Georgia College & State University, Milledgeville, GA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923325","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 : 2023-10-13DOI: 10.1080/07303084.2023.2244024
Alexander Eugene Kurtzman, Karen Lux Gaudreault, Bob Knipe
AbstractScholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PETE) as “washing up”. This phenomenon is examined through the lens of Occupational Socialization Theory (OST) to better understand PETE doctoral students and PETE faculty members’ career paths. Two types of trajectories for DPETE students and PETE faculty are discussed. Type 1 have had no K12 teaching experience, whereas Type 2 have had at least 1 year of K-12 teaching experience. This manuscript is the beginning of a conversation to better understand career paths in PETE with numerous implications for research. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAlexander Eugene KurtzmanAlexander Eugene Kurtzman (akurtzman@unm.edu) is a PhD candidate.Karen Lux GaudreaultKaren Lux Gaudreault is an Associate Professor in the Department of Health, Exercise, and Sport Science at the University of New Mexico in Albuquerque, NM.Bob KnipeBob Knipe is an Assistant Professor in the College of Health and Human Sciences in the Southern Connecticut State University in New Haven, CT.
{"title":"Washing Up: Deciding on a Career in Higher Education","authors":"Alexander Eugene Kurtzman, Karen Lux Gaudreault, Bob Knipe","doi":"10.1080/07303084.2023.2244024","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244024","url":null,"abstract":"AbstractScholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PETE) as “washing up”. This phenomenon is examined through the lens of Occupational Socialization Theory (OST) to better understand PETE doctoral students and PETE faculty members’ career paths. Two types of trajectories for DPETE students and PETE faculty are discussed. Type 1 have had no K12 teaching experience, whereas Type 2 have had at least 1 year of K-12 teaching experience. This manuscript is the beginning of a conversation to better understand career paths in PETE with numerous implications for research. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAlexander Eugene KurtzmanAlexander Eugene Kurtzman (akurtzman@unm.edu) is a PhD candidate.Karen Lux GaudreaultKaren Lux Gaudreault is an Associate Professor in the Department of Health, Exercise, and Sport Science at the University of New Mexico in Albuquerque, NM.Bob KnipeBob Knipe is an Assistant Professor in the College of Health and Human Sciences in the Southern Connecticut State University in New Haven, CT.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923317","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 : 2023-10-13DOI: 10.1080/07303084.2023.2244042
Kalyn McDonough, Erin K. Knight
AbstractPhysical activity during adolescence is critical for disease prevention and health promotion. Studies show that youth who are incarcerated have lower levels of physical activity than their non-incarcerated peers, higher rates of overweight and obesity in adulthood, and worse general health over a lifetime. Sport programming is a promising intervention to address these health concerns. However, such programming is currently limited and varied across the juvenile justice system, and little is known about implementation. At the same time, there is a considerable interest in adopting sport programming among facility administrators throughout the United States (US). To address this opportunity in practice, this article describes the process of building a logic model based upon a case example for sport programming in a juvenile correctional facility in the US developed through an academic-community partnership. Findings demonstrate the utility of logic model development to support practitioners interested in designing and implementing sport programming within justice settings and have broader implications for practitioners looking to develop new programs or adapt programs for new populations where little guidance currently exists. AcknowledgmentsThank you to the volunteers, staff, and administration of the juvenile justice facility in which the sport program operated, and most importantly to the young men of the lacrosse program who are a great source of hope and highlight the critical value of this work.Disclosure StatementThere are no relevant financial or non-financial competing interests to report.Additional informationNotes on contributorsKalyn McDonoughKalyn McDonough (mcdonoughk2@vcu.edu) was a visiting scholar with the Department of Social Work at the University of Melbourne in Melbourne, Australia during the authorship of this article. She is now an assistant professor in the Center for Sport Leadership, Virginia Commonwealth University, Richmond, VA. Erin K. KnightErin K. Knight is an assistant professor in the Department of Public Health Sciences at West Chester University in West Chester, PA.
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244044
Roger Munger, Tyler G. Johnson
AbstractAlthough often considered a topic reserved for the English classroom, writing has been successfully used by other disciplines to stimulate active learning of course content. This article demonstrates that physical educators can use writing as a tool to help students to better understand and, ultimately, appreciate physical activity. This article also shows that some writing skills can and should be taught or at least reinforced in courses outside the English classroom, and that doing so will not only enrich student learning but also better introduce students to subject matter of physical education. Practical advice for teaching the writing skills students will need to successfully complete both formal and informal writing assignments is provided. In addition, strategies for creating appropriate and successful writing assignments in a secondary school physical education course are discussed. Finally, this article includes realistic recommendations for efficiently managing, evaluating and scoring/grading writing assignments. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRoger MungerRoger Munger (rmunger@boisestate.edu) is a Professor in the Department of Writing Studies.Tyler G. JohnsonTyler G. Johnson is a Professor in the Department of Kinesiology at Boise State University in Boise, ID.
虽然写作通常被认为是英语课堂上的一个话题，但其他学科已经成功地利用写作来激发学生对课程内容的主动学习。这篇文章表明，体育教育者可以把写作作为一种工具，帮助学生更好地理解并最终欣赏体育活动。这篇文章还表明，一些写作技巧可以而且应该在英语课堂以外的课程中教授或至少加强，这样做不仅可以丰富学生的学习，而且可以更好地向学生介绍体育教育的主题。为教授学生成功完成正式和非正式写作任务所需的写作技巧提供了实用的建议。此外，本文还讨论了在中学体育课程中创建适当和成功的写作作业的策略。最后，这篇文章包含了有效管理、评估和评分/评分写作作业的现实建议。披露声明作者未报告潜在的利益冲突。罗杰·芒格(roger Munger, rmunger@boisestate.edu)是写作研究系的教授。Tyler G. Johnson是爱达荷州博伊西州立大学运动机能系的教授。
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244343
Thomas H. Sawyer, Tonya L. Sawyer
AbstractA high school student caused an automobile accident while driving himself and other students to an extra-curricular activity in his family’s vehicle. The driver of the other vehicle was killed, and a passenger in the other vehicle was injured. The issue in this appeal is whether the student’s school may be held liable to the persons in the other vehicle on the ground that the school was negligent. The district court answered that question in the negative, reasoning that a school does not owe a duty of reasonable care to the general public to protect against the tortious conduct of its students. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas H. SawyerThomas H. Sawyer (thomas.sawyer@live.com) is an Emeritus Professor of Kinesiology and Sport Management at Indiana State University in Terre Haute, IN.Tonya L. SawyerTonya L. Sawyer is an Assistant Professor & Coordinator of Sport Management Programs, Saint Mary-of-the-Woods College in St. Mary’s, IN.
一名高中生在驾驶自己和其他同学参加课外活动时发生车祸。另一辆车的司机被打死，另一辆车的一名乘客受伤。这一上诉的问题是，学生所在的学校是否可以以学校疏忽为由，对另一辆车里的人负责。地方法院以否定的方式回答了这个问题，理由是学校没有对公众负有合理注意的义务，以保护学生免受侵权行为的侵害。披露声明作者未报告潜在的利益冲突。作者简介:thomas H. Sawyer (thomas.sawyer@live.com)是印第安纳州特雷霍特印第安纳州立大学运动机能学和运动管理学的名誉教授。Tonya L. Sawyer是印第安纳州圣玛丽市圣玛丽森林学院体育管理项目的助理教授兼协调员。
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244853
Taylor Medina, Heather E. Erwin, Aaron Beighle
AbstractWhile physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students’ needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply teachers with various methods to keep students, engaged, motivated, and responsible for their own learning. The result of these strategies will increase creativity, boost and maintain healthy habits and help students find content meaningful and appealing which should retain their involvement in the physical education classroom. This teaching tip is important because it presents new and experienced secondary teachers with information on different ways to implement activities in. After reading this article, teachers should be able to understand that all their students learn differently and at different times/levels. With the appropriate procedures and approaches, students will strive to succeed in the physical education classroom. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTaylor MedinaTaylor Medina is a doctoral candidate.Heather E. ErwinHeather E. Erwin (heather.erwin@uky.edu) is a professor.Aaron BeighleAaron Beighle is a professor in the Department of Kinesiology and Health Promotion at the University of Kentucky, Lexington, KY.
摘要虽然体育课的目的是有趣的，但让学生激励自己参与活动是具有挑战性的。本研究旨在提供有意义的策略，以促进体育活动在课堂上，同时满足所有学生的需求。研究对象为中学体育教师。将讨论以下组成部分:自主性、能力和相关性。我们提供的策略将为教师提供各种方法，以保持学生的参与，积极性，并对自己的学习负责。这些策略的结果将增加创造力，促进和保持健康的习惯，并帮助学生找到有意义和吸引人的内容，这些内容应该保持他们在体育课堂上的参与。这个教学技巧很重要，因为它向新教师和有经验的中学教师提供了不同方法来实施活动的信息。看完这篇文章，老师应该能够理解他们所有的学生在不同的时间/水平上学习的方式是不同的。通过适当的程序和方法，学生将努力在体育课堂上取得成功。披露声明作者未报告潜在的利益冲突。作者简介:泰勒·梅迪纳泰勒·梅迪纳是一名博士候选人。Heather E. Erwin (heather.erwin@uky.edu)是一位教授。Aaron Beighle是肯塔基州列克星敦市肯塔基大学运动机能学和健康促进系的教授。
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244021
Nolan Carey, Kelly L. Simonton, Tristan Wallhead
AbstractSport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performance and the quality of the SE season. There remains a need for realistic teaching strategies that can help students grow in their role efficacy within SE. Employing student role training, however, can often be a formidable task when considering the quantity of physical education offered in many schools nationwide. A flipped classroom can potentially circumvent this barrier by providing students with online learning experiences that prepare them for their role responsibilities before class. These online learning experiences have the potential to target all four sources of self-efficacy. As a result, students will come to class with a greater belief in their ability to perform their given role, which will likely improve their performance when in-person. This article provides a description of how a progressive flipped classroom approach (IDEA: Identify, Develop, Embed, and Assign) can be infused within SE to improve student role efficacy and the overall SE experience. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNolan CareyNolan Carey (ncarey@uwyo.edu) is a graduate teaching assistant.Kelly L. SimontonKelly L. Simonton is an Assistant Professor in the Division of Kinesiology and Health at the University of Wyoming in Laramie, WY.Tristan WallheadTristan Wallhead is a Professor in the Division of Kinesiology and Health at the University of Wyoming in Laramie, WY.
摘要体育教育是一种旨在为学生提供更真实的体育体验的教学模式。SE的一个关键的以学生为中心的结构特征是分配学生的角色责任，而不仅仅是玩家的角色责任。学生已经被证明喜欢这些团队角色，但最初可能会对这些新任命的责任的要求感到不知所措，这可能会危及他们的角色表现和SE赛季的质量。我们仍然需要切合实际的教学策略来帮助学生在SE中提高他们的角色效能。然而，考虑到全国许多学校提供的体育教育的数量，实施学生角色训练往往是一项艰巨的任务。翻转课堂可以通过为学生提供在线学习体验，使他们在课前为自己的角色责任做好准备，从而潜在地绕过这一障碍。这些在线学习体验有可能针对自我效能感的所有四个来源。因此，学生们会带着更大的信心来上课，相信自己有能力扮演好给定的角色，这可能会提高他们在面对面交流时的表现。本文描述了如何将渐进式翻转课堂方法(IDEA: Identify, Develop, Embed, and Assign)融入到SE中，以提高学生的角色效能和整体SE体验。披露声明作者未报告潜在的利益冲突。作者简介:nolan Carey (ncarey@uwyo.edu)是一名研究生助教。Kelly L. Simonton是怀俄明州拉勒米市怀俄明大学运动机能学与健康系的助理教授。特里斯坦·瓦尔海德(Tristan Wallhead)是怀俄明州拉勒米市怀俄明大学运动学与健康系的教授。
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244038
Richole Osborne, Cate A. Egan
AbstractRecess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future careers. Furthermore, teaching students low organized, student-initiated games provides students with activities they can use at recess, which may keep them more physically active. Thus, the purpose of this article is to share how one physical educator implemented a recess unit into physical education to (a) work on students’ social-emotional learning skills, particularly those needed in gameplay, (b) introduce games that can be played at recess, and (c) how to evaluate recess before and after a recess unit. The article will share games, social-emotional skill-building activities, and evaluation tools. As a physical educator, you can build social-emotional skills and teach recess games with physical education. These efforts can potentially improve the school recess environment from a behavioral perspective and increase students’ physical activity time. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRichole OsborneRichole Osborne is an Elementary Physical Education Teacher.Cate A. EganCate A. Egan (eganca@uidaho.edu) is an Associate Professor in the Department of Movement Sciences at the University of Idaho in Moscow, ID.
摘要课间休息是学生积累推荐的体育活动时间和学习社交情感技能的理想场所。然而，许多学生没有达到国家体育活动指导标准，课间休息经常因为各种各样的原因而被拒绝，包括行为问题。帮助学生建立社交情感技能，并为他们提供在学校运用这些技能的机会，可以帮助他们在学校和未来的职业生涯中取得成功。此外，教学生低组织的、学生发起的游戏为学生提供了他们可以在休息时使用的活动，这可能使他们更活跃。因此，本文的目的是分享一位体育教育者如何在体育教学中实施一个课间单元，以(a)提高学生的社交情感学习技能，特别是那些在游戏中需要的技能，(b)介绍可以在课间玩的游戏，(c)如何在课间单元之前和之后评估课间单元。本文将分享游戏、社交情感技能建设活动和评估工具。作为一名体育教育者，你可以通过体育来培养社交情感技能，教授课间游戏。这些努力可以从行为的角度改善学校的休息环境，增加学生的体育活动时间。披露声明作者未报告潜在的利益冲突。作者简介:richole Osborne是一名小学体育教师。Cate A. EganCate A. Egan (eganca@uidaho.edu)是爱达荷州莫斯科爱达荷大学运动科学系副教授。
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Pub Date : 2023-10-13DOI: 10.1080/07303084.2023.2244023
David Adams, Melissa Bittner, Lisa Silliman-French, Barry Lavay
AbstractThe responsibilities of a general physical educator can be challenging and at times overwhelming. Whether teaching a full day of general physical education, or inclusive physical education classes that include a student or multiple students with disabilities, the expectation is that all students will be provided age and developmentally appropriate curriculum based on continuous data collection and reflection. Adams et al. (in-press) identified an action research model for physical educators that encompasses the following teaching behaviors: (a) observation, (b) data collection, (c) designing interventions, (d) analyzing data, (e) reporting data, and (f) reflection of data. The purpose of this article is to demonstrate how this action research model can be easily and systematically implemented throughout the school year to help determine and support student learning and behavior. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDavid AdamsDavid Adams (David.adams@humboldt.edu) is a faculty member in the School of Applied Health at Cal Poly Humboldt University in Arcata, CA.Melissa BittnerMelissa Bittner is a faculty member in the Department of Kinesiology at Cal State University in Long Beach, CA.Lisa Silliman-FrenchLisa Silliman-French is a Professor Emerita in the Department of Kinesiology at Texas Woman’s University in Denton, TX.Barry LavayBarry Lavay is a Professor Emeritus in the Department of Kinesiology at Cal State University in Long Beach, CA.
{"title":"Implementing Action Research in Physical Education: A Guide for Physical Educators","authors":"David Adams, Melissa Bittner, Lisa Silliman-French, Barry Lavay","doi":"10.1080/07303084.2023.2244023","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244023","url":null,"abstract":"AbstractThe responsibilities of a general physical educator can be challenging and at times overwhelming. Whether teaching a full day of general physical education, or inclusive physical education classes that include a student or multiple students with disabilities, the expectation is that all students will be provided age and developmentally appropriate curriculum based on continuous data collection and reflection. Adams et al. (in-press) identified an action research model for physical educators that encompasses the following teaching behaviors: (a) observation, (b) data collection, (c) designing interventions, (d) analyzing data, (e) reporting data, and (f) reflection of data. The purpose of this article is to demonstrate how this action research model can be easily and systematically implemented throughout the school year to help determine and support student learning and behavior. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDavid AdamsDavid Adams (David.adams@humboldt.edu) is a faculty member in the School of Applied Health at Cal Poly Humboldt University in Arcata, CA.Melissa BittnerMelissa Bittner is a faculty member in the Department of Kinesiology at Cal State University in Long Beach, CA.Lisa Silliman-FrenchLisa Silliman-French is a Professor Emerita in the Department of Kinesiology at Texas Woman’s University in Denton, TX.Barry LavayBarry Lavay is a Professor Emeritus in the Department of Kinesiology at Cal State University in Long Beach, CA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923323","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 : 2023-10-13DOI: 10.1080/07303084.2023.2244059
Brent Heidorn, Jennifer Heidorn, Sarah Buice
AbstractPhysical education teachers who are looking for creative activities that engage students and that meet national and state standards for learning, may find “Balls and Beats” as a perfect solution. “Balls and Beats”, in a fun and dynamic atmosphere, covers all the basic needs for effective student learning based upon the the national standards for K-12 physical education. The content provided in this article can help physical educators provide quality movement and learning experiences in a fun, success-oriented way. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrent HeidornBrent Heidorn (bheidorn@westga.edu) is a professor in the College of Education.Jennifer HeidornJennifer Heidorn is a Lecturer in the Department of Sport Management, Wellness, and Physical Education at the University of West Georgia in Carrollton, GA.Sarah BuiceSarah Buice was a Speech Language Pathologist at Chapel Hill Elementary School in Douglasville, GA during the authorship of this article. She is now a Pediatric Speech Language Pathologist at Kids in Motion in Villa Rica, GA.
{"title":"Balls and Beats in Physical Education","authors":"Brent Heidorn, Jennifer Heidorn, Sarah Buice","doi":"10.1080/07303084.2023.2244059","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244059","url":null,"abstract":"AbstractPhysical education teachers who are looking for creative activities that engage students and that meet national and state standards for learning, may find “Balls and Beats” as a perfect solution. “Balls and Beats”, in a fun and dynamic atmosphere, covers all the basic needs for effective student learning based upon the the national standards for K-12 physical education. The content provided in this article can help physical educators provide quality movement and learning experiences in a fun, success-oriented way. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrent HeidornBrent Heidorn (bheidorn@westga.edu) is a professor in the College of Education.Jennifer HeidornJennifer Heidorn is a Lecturer in the Department of Sport Management, Wellness, and Physical Education at the University of West Georgia in Carrollton, GA.Sarah BuiceSarah Buice was a Speech Language Pathologist at Chapel Hill Elementary School in Douglasville, GA during the authorship of this article. She is now a Pediatric Speech Language Pathologist at Kids in Motion in Villa Rica, GA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923324","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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