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Volume 40 (2021): Issue 3 (Jul 2021)
in
Journal of Teaching in Physical Education
Print ISSN:
0273-5024
Online ISSN:
1543-2769
ARTICLES
Special Issue: Research and Development Perspectives for American Physical Education in the 21st Century
Chapter 1: 21st Century Physical Education in the United States: Introduction to the Special Issue
Chapter 2: Reversing Policy Neglect in U.S. Physical Education: A Policy-Focused Primer
Chapter 3: PK–12 School Physical Education: Conditions, Lessons Learned, and Future Directions
Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges
Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice
Chapter 6: Perspectives on the Future of Doctoral Programs
Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education
Chapter 8: Collective Action for Learning, Improvement, and Redesign
Chapter 9: Pathways Toward Desirable Futures
ARTICLES
Transcultural Impact of Learning to Teach Sport Education on Preservice Teachers’ Perceived Teaching Competence, Autonomy, and Academic Motivation
Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach
Can Practicum Teaching Change Preservice Physical Education Teacher Value Orientations?
Affective Learning in Physical Education: A Systematic Review
The Missing Link? Middle School Students’ Procedural Knowledge on Fitness
Changes in Psychosocial Perspectives Among Physical Activity Leaders: Teacher Efficacy, Work Engagement, and Affective Commitment
Barriers to Implementation of Physical Activity in Danish Public Schools
SPECIAL SERIES
Special Series: Research on Teaching Physical Education in the Age of COVID-19, Special Series Editors: Erin Centeio and Collin Webster
#HealthyKidsQuarantined
: Supporting Schools and Families With Virtual Physical Activity, Physical Education, and Nutrition Education During the Coronavirus Pandemic
Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course With Virtual Field Experiences During the COVID-19 Pandemic
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