Pub Date : 2015-04-24DOI: 10.1080/07303084.2015.1022675
P. Ward, H. Lehwald, Y. Lee
Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a content map, which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps emphasize specialized content knowledge by organizing and sequencing the instructional tasks. Content maps have a variety of uses in supporting the professional development of teachers, including serving as a tool that allows teachers to define the content to be taught in an instructional unit, a teaching tool that can be used to teach content knowledge, and an assessment tool to assess the content knowledge of preservice and inservice teachers.
{"title":"Content Maps: A Teaching and Assessment Tool for Content Knowledge","authors":"P. Ward, H. Lehwald, Y. Lee","doi":"10.1080/07303084.2015.1022675","DOIUrl":"https://doi.org/10.1080/07303084.2015.1022675","url":null,"abstract":"Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a content map, which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps emphasize specialized content knowledge by organizing and sequencing the instructional tasks. Content maps have a variety of uses in supporting the professional development of teachers, including serving as a tool that allows teachers to define the content to be taught in an instructional unit, a teaching tool that can be used to teach content knowledge, and an assessment tool to assess the content knowledge of preservice and inservice teachers.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"151 1","pages":"38 - 46"},"PeriodicalIF":0.9,"publicationDate":"2015-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79511774","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 : 2015-04-24DOI: 10.1080/07303084.2015.1023101
B. Cardinal, Marita K. Cardinal
This article makes a case for requiring those who teach physical activity to be appropriately educated through accredited college and university programs, and certified and/or licensed by legitimate governing bodies.
{"title":"Regulating Physical Activity Education for the Public's Health and Safety, and the Field's Continued Relevance and Survival: Licensure for Exercise Leadership — It's Time!","authors":"B. Cardinal, Marita K. Cardinal","doi":"10.1080/07303084.2015.1023101","DOIUrl":"https://doi.org/10.1080/07303084.2015.1023101","url":null,"abstract":"This article makes a case for requiring those who teach physical activity to be appropriately educated through accredited college and university programs, and certified and/or licensed by legitimate governing bodies.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"4 1","pages":"3 - 5"},"PeriodicalIF":0.9,"publicationDate":"2015-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83084206","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 : 2015-04-24DOI: 10.1080/07303084.2015.1022670
Amaury Samalot-Rivera, Carla Vidoni
Social interventions during physical education classes can help students increase their appropriate behaviors and decrease inappropriate ones. Many educators assume that students develop appropriate social skills as a byproduct of participating in physical education and sport. However, the physical education literature shows that appropriate social behaviors improve when interventions are implemented. The purpose of this article is to provide physical educators with an instructional tool called “Appropriate Sports and Games Behaviors Curriculum.” This curriculum aims to enhance the development of appropriate behaviors by teaching sport- and game-oriented social skills to students with all ability levels. This curriculum consists of three units: (1) appropriate behaviors to winning, (2) appropriate behaviors to losing, and (3) appropriate behaviors during the game. Each unit highlights five different social skills. A seven-step lesson plan for teaching the skills is also provided.
{"title":"Steps to Teach Appropriate Sports and Games Behaviors through Physical Education","authors":"Amaury Samalot-Rivera, Carla Vidoni","doi":"10.1080/07303084.2015.1022670","DOIUrl":"https://doi.org/10.1080/07303084.2015.1022670","url":null,"abstract":"Social interventions during physical education classes can help students increase their appropriate behaviors and decrease inappropriate ones. Many educators assume that students develop appropriate social skills as a byproduct of participating in physical education and sport. However, the physical education literature shows that appropriate social behaviors improve when interventions are implemented. The purpose of this article is to provide physical educators with an instructional tool called “Appropriate Sports and Games Behaviors Curriculum.” This curriculum aims to enhance the development of appropriate behaviors by teaching sport- and game-oriented social skills to students with all ability levels. This curriculum consists of three units: (1) appropriate behaviors to winning, (2) appropriate behaviors to losing, and (3) appropriate behaviors during the game. Each unit highlights five different social skills. A seven-step lesson plan for teaching the skills is also provided.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"52 1","pages":"13 - 8"},"PeriodicalIF":0.9,"publicationDate":"2015-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78632999","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 : 2015-04-24DOI: 10.1080/07303084.2015.1023121
T. Gimbert, T. H. Sawyer
The plaintiff suffered a serious knee injury during a kickboxing class, while being assisted by an instructor at a sports club. The plaintiff filed suit against the club, alleging personal injury caused A parent brought action against a school district alleging that her son's injuries from an altercation with another student at the school were the result of the district's negligent supervision.
{"title":"Locker Room Supervision","authors":"T. Gimbert, T. H. Sawyer","doi":"10.1080/07303084.2015.1023121","DOIUrl":"https://doi.org/10.1080/07303084.2015.1023121","url":null,"abstract":"The plaintiff suffered a serious knee injury during a kickboxing class, while being assisted by an instructor at a sports club. The plaintiff filed suit against the club, alleging personal injury caused A parent brought action against a school district alleging that her son's injuries from an altercation with another student at the school were the result of the district's negligent supervision.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"51 1","pages":"47 - 48"},"PeriodicalIF":0.9,"publicationDate":"2015-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90651815","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 : 2015-04-24DOI: 10.1080/07303084.2015.1022674
Margaret N. Trent, R. Gurvitch
Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has become a powerful tool for creating teaching vignettes that communicate students' growth as professionals. This article presents a specific pre and post video editing assignment used to promote the reflective practice during a pedagogy skills course within a teacher education program. This assignment enables preservice teachers to record, identify, isolate, edit, and reflect on preferred pedagogical practices (PPPs) of teaching in order to illustrate their growth as teachers over the course of a semester. This type of assignment results in the recognition and representation of key PPPs to foster deep, critical reflection among preservice teachers, which helps to improve their overall teaching practice.
{"title":"Fostering Teacher Candidates' Reflective Practice through Video Editing","authors":"Margaret N. Trent, R. Gurvitch","doi":"10.1080/07303084.2015.1022674","DOIUrl":"https://doi.org/10.1080/07303084.2015.1022674","url":null,"abstract":"Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has become a powerful tool for creating teaching vignettes that communicate students' growth as professionals. This article presents a specific pre and post video editing assignment used to promote the reflective practice during a pedagogy skills course within a teacher education program. This assignment enables preservice teachers to record, identify, isolate, edit, and reflect on preferred pedagogical practices (PPPs) of teaching in order to illustrate their growth as teachers over the course of a semester. This type of assignment results in the recognition and representation of key PPPs to foster deep, critical reflection among preservice teachers, which helps to improve their overall teaching practice.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"89 1","pages":"14 - 20"},"PeriodicalIF":0.9,"publicationDate":"2015-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74168786","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 : 2015-04-01DOI: 10.1080/07303084.2015.1009812
R. Schmid
{"title":"Can a multi-modal training program help to improve physical activity, physical performance, and perceived physical ability in obese children?","authors":"R. Schmid","doi":"10.1080/07303084.2015.1009812","DOIUrl":"https://doi.org/10.1080/07303084.2015.1009812","url":null,"abstract":"","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"47 1","pages":"60 - 60"},"PeriodicalIF":0.9,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76623338","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 : 2015-04-01DOI: 10.1080/07303084.2015.1009204
Weidong Li
Teacher–student interactions are at the core of the teaching–learning process. There is research evidence showing that a teacher's caring behavior is strongly related to students' attitudes and engagement in physical education (PE). This article discusses practical strategies that PE teachers can employ to create a caring learning environment, thus fostering students' engagement and learning outcomes in PE.
{"title":"Strategies for Creating a Caring Learning Climate in Physical Education","authors":"Weidong Li","doi":"10.1080/07303084.2015.1009204","DOIUrl":"https://doi.org/10.1080/07303084.2015.1009204","url":null,"abstract":"Teacher–student interactions are at the core of the teaching–learning process. There is research evidence showing that a teacher's caring behavior is strongly related to students' attitudes and engagement in physical education (PE). This article discusses practical strategies that PE teachers can employ to create a caring learning environment, thus fostering students' engagement and learning outcomes in PE.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"35 1","pages":"34 - 41"},"PeriodicalIF":0.9,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73347738","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 : 2015-04-01DOI: 10.1080/07303084.2015.1009207
John Acquaviva
The purpose of this article is to present a variety of teaching strategies in one of the most difficult courses undergraduates are required to take: exercise physiology. This course is unique because it challenges students to constantly recall and apply complex concepts to a variety of exercise modes, intensities, and conditions. Further, both the lab and lecture components can be riddled with formulas that add to the difficulty. As a means to assist those who teach exercise physiology, 10 different instructional techniques are addressed, many of which are supported by research.
{"title":"10 Ways to Improve Instructor Effectiveness in an Undergraduate Exercise Physiology Course","authors":"John Acquaviva","doi":"10.1080/07303084.2015.1009207","DOIUrl":"https://doi.org/10.1080/07303084.2015.1009207","url":null,"abstract":"The purpose of this article is to present a variety of teaching strategies in one of the most difficult courses undergraduates are required to take: exercise physiology. This course is unique because it challenges students to constantly recall and apply complex concepts to a variety of exercise modes, intensities, and conditions. Further, both the lab and lecture components can be riddled with formulas that add to the difficulty. As a means to assist those who teach exercise physiology, 10 different instructional techniques are addressed, many of which are supported by research.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"13 1","pages":"42 - 45"},"PeriodicalIF":0.9,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87646615","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 : 2015-04-01DOI: 10.1080/07303084.2015.1009804
S. Ladda
There have great participation gains in the number of female student-athletes since the enactment of Title IX 43 years ago, but we have not seen similar growth in leadership opportunities on the coaching and administrative fronts. This article analyses the current trends and reasons behind the dwindling number of female coaches.
{"title":"Where Are the Female Coaches?","authors":"S. Ladda","doi":"10.1080/07303084.2015.1009804","DOIUrl":"https://doi.org/10.1080/07303084.2015.1009804","url":null,"abstract":"There have great participation gains in the number of female student-athletes since the enactment of Title IX 43 years ago, but we have not seen similar growth in leadership opportunities on the coaching and administrative fronts. This article analyses the current trends and reasons behind the dwindling number of female coaches.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"1 1","pages":"3 - 4"},"PeriodicalIF":0.9,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88556016","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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