Pub Date : 2015-01-29DOI: 10.1080/07303084.2014.988385
J. Wallace, Nancy Sutton
Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can strengthen the physical education curriculum while teaching students important skills for lifelong physical activity. This article describes how the Bike Smarts program started and how it has grown since its inception in 2010. Also included are recommended resources and questions for consideration for those interested in starting a similar program.
{"title":"Bike Skills Training in PE Is Fun, Keeps Kids Safe","authors":"J. Wallace, Nancy Sutton","doi":"10.1080/07303084.2014.988385","DOIUrl":"https://doi.org/10.1080/07303084.2014.988385","url":null,"abstract":"Incorporating bike skills into the elementary- and middle-school physical education curriculum encourages students to be physically active in a fun way while also learning bike safety skills. Winston-Salem's (NC) Safe Routes to School program demonstrates how collaboration with the public schools' health and physical education program can strengthen the physical education curriculum while teaching students important skills for lifelong physical activity. This article describes how the Bike Smarts program started and how it has grown since its inception in 2010. Also included are recommended resources and questions for consideration for those interested in starting a similar program.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"28 1","pages":"41 - 46"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89842180","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 : 2015-01-29DOI: 10.1080/07303084.2014.988372
M. Moorman, Katherine A. English
Adventure racing got started in the 1990s. The Eco-Challenge and Primal Quest races were multi-day events that included challenging physical activities and extreme conditions. Today, highly publicized adventure races like the Eco-Challenge and Amazing Race usually feature elite athletes or celebrities completing exotic tasks or globe-hopping to different parts of the world. But why should they have all the fun? An adventure race can be a fun, challenging event, hosted in the local community with local resources. This article discusses seven steps to setting up an adventure race, as well as variables such as route finding, teams, staff considerations, timing systems, risk management, evaluation, and tips for a successful race. The types of activities and team challenges are limited only by the creativity and imagination of the race coordinators. Careful thought and consideration of the variables of the race can help create an outstanding event that will draw participants for years to come.
{"title":"Adventure Racing for the Rest of Us","authors":"M. Moorman, Katherine A. English","doi":"10.1080/07303084.2014.988372","DOIUrl":"https://doi.org/10.1080/07303084.2014.988372","url":null,"abstract":"Adventure racing got started in the 1990s. The Eco-Challenge and Primal Quest races were multi-day events that included challenging physical activities and extreme conditions. Today, highly publicized adventure races like the Eco-Challenge and Amazing Race usually feature elite athletes or celebrities completing exotic tasks or globe-hopping to different parts of the world. But why should they have all the fun? An adventure race can be a fun, challenging event, hosted in the local community with local resources. This article discusses seven steps to setting up an adventure race, as well as variables such as route finding, teams, staff considerations, timing systems, risk management, evaluation, and tips for a successful race. The types of activities and team challenges are limited only by the creativity and imagination of the race coordinators. Careful thought and consideration of the variables of the race can help create an outstanding event that will draw participants for years to come.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"1 1","pages":"14 - 21"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83544141","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 : 2015-01-29DOI: 10.1080/07303084.2014.988376
Joshua A. Betourne, K. A. Richards
Students enter physical education teacher education (PETE) programs with preconceived notions about what it means to be a physical educator, developed in response to their own experiences in K–12 physical education. These preconceived notions may be flawed or incomplete and, in order to be effective, PETE programs must help preservice teachers question and critique their prior experiences. Reflection is a key component of this process. Among other strategies, student autobiographical essays can help preservice teachers to better understand the effect of their own socialization on their current perspectives as aspiring teachers. This article elaborates on the use of autobiographies as a pedagogical tool within PETE. A sample student autobiography is presented, and the strategy is positioned within the framework of occupational socialization theory.
{"title":"Using Autobiographical Essays to Encourage Student Reflection on Socialization Experiences","authors":"Joshua A. Betourne, K. A. Richards","doi":"10.1080/07303084.2014.988376","DOIUrl":"https://doi.org/10.1080/07303084.2014.988376","url":null,"abstract":"Students enter physical education teacher education (PETE) programs with preconceived notions about what it means to be a physical educator, developed in response to their own experiences in K–12 physical education. These preconceived notions may be flawed or incomplete and, in order to be effective, PETE programs must help preservice teachers question and critique their prior experiences. Reflection is a key component of this process. Among other strategies, student autobiographical essays can help preservice teachers to better understand the effect of their own socialization on their current perspectives as aspiring teachers. This article elaborates on the use of autobiographies as a pedagogical tool within PETE. A sample student autobiography is presented, and the strategy is positioned within the framework of occupational socialization theory.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"9 1","pages":"34 - 40"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84184614","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 : 2015-01-29DOI: 10.1080/07303084.2015.990330
Marita K. Cardinal
Making curricular connections across disciplines deepens students' learning. Because of their historical bond and unique connections related to human movement, dance education and physical education align especially well in terms of possibilities for integration and reciprocity. This article describes how the national dance content standards and the national standards for physical education can be used for collaboration between the disciplines.
{"title":"Introducing the Core Arts Dance Standards: Identifying Possibilities for Integration and Reciprocity with Physical Education","authors":"Marita K. Cardinal","doi":"10.1080/07303084.2015.990330","DOIUrl":"https://doi.org/10.1080/07303084.2015.990330","url":null,"abstract":"Making curricular connections across disciplines deepens students' learning. Because of their historical bond and unique connections related to human movement, dance education and physical education align especially well in terms of possibilities for integration and reciprocity. This article describes how the national dance content standards and the national standards for physical education can be used for collaboration between the disciplines.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"29 1","pages":"3 - 7"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83495248","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 : 2015-01-29DOI: 10.1080/07303084.2014.988373
Andrew E. Alstot, Crystal D. Alstot
Appropriate student behavior is essential for the success of a physical education lesson. Despite using effective proactive management strategies, teachers may need to also use reactive techniques to reduce problem behaviors by applying suitable consequences. For these consequences to be effective, they must be aligned with the function, or cause, of the behavior. Otherwise, the consequences may be ineffective in reducing misbehavior or, in some cases, may actually make matters worse. Researchers in the field of behavior analysis propose four functions of misbehavior: (1) attention, (2) access, (3) escape, and (4) sensory stimulation. Once a teacher is able to determine the function of an inappropriate behavior, he or she will be able to implement consequences addressing that function. This article describes the functions of behavior, how to determine each behavior's function(s), and strategies to manage students' inappropriate behavior based on its function.
{"title":"Behavior Management: Examining the Functions of Behavior","authors":"Andrew E. Alstot, Crystal D. Alstot","doi":"10.1080/07303084.2014.988373","DOIUrl":"https://doi.org/10.1080/07303084.2014.988373","url":null,"abstract":"Appropriate student behavior is essential for the success of a physical education lesson. Despite using effective proactive management strategies, teachers may need to also use reactive techniques to reduce problem behaviors by applying suitable consequences. For these consequences to be effective, they must be aligned with the function, or cause, of the behavior. Otherwise, the consequences may be ineffective in reducing misbehavior or, in some cases, may actually make matters worse. Researchers in the field of behavior analysis propose four functions of misbehavior: (1) attention, (2) access, (3) escape, and (4) sensory stimulation. Once a teacher is able to determine the function of an inappropriate behavior, he or she will be able to implement consequences addressing that function. This article describes the functions of behavior, how to determine each behavior's function(s), and strategies to manage students' inappropriate behavior based on its function.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"40 1","pages":"22 - 28"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91227399","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 : 2015-01-29DOI: 10.1080/07303084.2015.988466
T. Gimbert, T. H. Sawyer
The plaintiff in this case sought to recover damages for a back injury sustained during a fall from a recreational climbing wall maintained by her employer, Whitman College. The plaintiff claimed that the defendants (Alex Kosseff and Adventure Safety International, LLC [ASI]) were negligent in failing to discover the dangerous condition posed by the Super Shut climbing anchor which caused the accident during a safety audit commissioned by Whitman College in 2007.
{"title":"Risk Management Audit","authors":"T. Gimbert, T. H. Sawyer","doi":"10.1080/07303084.2015.988466","DOIUrl":"https://doi.org/10.1080/07303084.2015.988466","url":null,"abstract":"The plaintiff in this case sought to recover damages for a back injury sustained during a fall from a recreational climbing wall maintained by her employer, Whitman College. The plaintiff claimed that the defendants (Alex Kosseff and Adventure Safety International, LLC [ASI]) were negligent in failing to discover the dangerous condition posed by the Super Shut climbing anchor which caused the accident during a safety audit commissioned by Whitman College in 2007.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"15 1","pages":"47 - 48"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87454249","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 : 2015-01-29DOI: 10.1080/07303084.2015.988464
J. Magnotta, P. Darst
The controversial “Common Core” standards in English and mathematics are focused on curricula that will lead to higher levels of learning, and better prepare student for success in society. What is the correlation between the Common Core and physical education? Do enhanced learning practices in English and mathematics identify closely with the “physical” aspect of our profession? This article explores answers to these questions.
{"title":"The Common Core Learning Standards: Where Does Physical Education Fit In?","authors":"J. Magnotta, P. Darst","doi":"10.1080/07303084.2015.988464","DOIUrl":"https://doi.org/10.1080/07303084.2015.988464","url":null,"abstract":"The controversial “Common Core” standards in English and mathematics are focused on curricula that will lead to higher levels of learning, and better prepare student for success in society. What is the correlation between the Common Core and physical education? Do enhanced learning practices in English and mathematics identify closely with the “physical” aspect of our profession? This article explores answers to these questions.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"52 1","pages":"8 - 9"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73851165","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 : 2015-01-29DOI: 10.1080/07303084.2015.988474
Stephanie Marraffa
ed by Stephanie Marraffa, a student in the Health and Exercise Science Teaching Program at The College of New Jersey in Ewing, NJ. What Was the Question? This study was interested in the physiological responses of children to stressful stimuli or stress reactivity. As the authors noted, stress reactivity in children has been related to important health factors such as hypertension, future blood pressure status, levels of adiposity, and the ability to regulate emotions. While controlled studies have shown improved levels of stress in children who practice yoga, few studies have examined yoga within the context of school, and none have utilized physiological measures to gauge stress reactivity.
{"title":"What is the effect of yoga compared to a physical education class on stress reactivity for sixth-grade students?","authors":"Stephanie Marraffa","doi":"10.1080/07303084.2015.988474","DOIUrl":"https://doi.org/10.1080/07303084.2015.988474","url":null,"abstract":"ed by Stephanie Marraffa, a student in the Health and Exercise Science Teaching Program at The College of New Jersey in Ewing, NJ. What Was the Question? This study was interested in the physiological responses of children to stressful stimuli or stress reactivity. As the authors noted, stress reactivity in children has been related to important health factors such as hypertension, future blood pressure status, levels of adiposity, and the ability to regulate emotions. While controlled studies have shown improved levels of stress in children who practice yoga, few studies have examined yoga within the context of school, and none have utilized physiological measures to gauge stress reactivity.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"5 1","pages":"54 - 54"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88543058","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 : 2015-01-29DOI: 10.1080/07303084.2014.988374
A. Gallo, D. Sheehy, Heidi Bohler, K. Richardson
Physical educators' lack of involvement in professional state, district, and national professional organizations is noted in the literature. What role, however, do teacher educators play in increasing involvement in professional associations? This article highlights how physical education teacher education faculty members, at three institutions in one state, involve preservice teachers in their professional organizations in meaningful ways. Collectively, the faculty members share a deliberate intent to motivate students to initiate their involvement during preservice education, as well as to encourage them to continue their involvement and membership in the professional organization beyond graduation. The underlying theme of communities of practice is expanded upon with examples of course-embedded experiences, participation in professional development endeavors, and service-learning projects at each institution.
{"title":"“We've Got Next” — PETE Faculty's Role in Promoting Professional Learning","authors":"A. Gallo, D. Sheehy, Heidi Bohler, K. Richardson","doi":"10.1080/07303084.2014.988374","DOIUrl":"https://doi.org/10.1080/07303084.2014.988374","url":null,"abstract":"Physical educators' lack of involvement in professional state, district, and national professional organizations is noted in the literature. What role, however, do teacher educators play in increasing involvement in professional associations? This article highlights how physical education teacher education faculty members, at three institutions in one state, involve preservice teachers in their professional organizations in meaningful ways. Collectively, the faculty members share a deliberate intent to motivate students to initiate their involvement during preservice education, as well as to encourage them to continue their involvement and membership in the professional organization beyond graduation. The underlying theme of communities of practice is expanded upon with examples of course-embedded experiences, participation in professional development endeavors, and service-learning projects at each institution.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"10 1","pages":"29 - 33"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86828264","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 : 2015-01-29DOI: 10.1080/07303084.2015.988469
Megan Adkins, Ed Scantling
Physical educators may not have control over the resources or the amount of time provided, but they can control the effort put forth every day in physical education classes by making every minute count. This article provides a number of strategies to minimize class-management and instruction time issues, while increasing the amount of time students are actively engaged in appropriate physical activity.
{"title":"Bell-to-Bell Teaching: Making Every Minute Count!","authors":"Megan Adkins, Ed Scantling","doi":"10.1080/07303084.2015.988469","DOIUrl":"https://doi.org/10.1080/07303084.2015.988469","url":null,"abstract":"Physical educators may not have control over the resources or the amount of time provided, but they can control the effort put forth every day in physical education classes by making every minute count. This article provides a number of strategies to minimize class-management and instruction time issues, while increasing the amount of time students are actively engaged in appropriate physical activity.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"148 1","pages":"49 - 53"},"PeriodicalIF":0.9,"publicationDate":"2015-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85411143","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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