Journal of Teaching in Physical Education

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Print ISSN: 0273-5024            Online ISSN: 1543-2769

Volume 43 (2024): Issue 3 (Jul 2024)

JTPE 2022 JIF: 2.8The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.

JTPE is published quarterly in January, April, July, and October.


The purpose of the Journal of Teaching in Physical Education is to communicate national and international research and stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport. The journal publishes original reports of empirical studies in physical education together with integrative reviews and analyses of educational and methodological issues in the field. Research using a variety of methodological approaches is acceptable for publication. Well-designed replication of previous research is also strongly encouraged. Brief research notes also will be reviewed for possible publication. The coeditors and editorial board encourage the submission of manuscripts that extend knowledge within the focus of the journal.

Specific questions about the appropriateness of any individual paper to enter the JTPE peer-review process should be directed to one of the coeditors. Except for occasional invited manuscripts, all published articles are refereed by members of the editorial board, or by other referees invited by the coeditors. The final decision on whether a paper merits publication is made by the coeditor coordinating the review process.

Ethics Policy

Please visit the Ethics Policy page for information about the policies followed by JTPE.


Additional Content

Honoring Daryl Siedentop's contributions to JTPE:

Interested in being a reviewer for JTPE? Please fill out the JTPE Online Reviewer Form.


Heather Erwin
University of Kentucky, USA

Incoming Editor

Kevin Andrew Richards
University of Illinois Urbana-Champaign, USA

Editors Emeriti

Michael W. Metzler (Founding Editor: 1981–1987)
Mark Freedman (Founding Editor: 1981–1984)
Thomas J. Templin (1984–1988)
David Griffey (1986–1989)
Thomas J. Martinek (1988–1991)
Judith Rink (1989–1992)
Stephen Silverman (1991–1994)
Mary O’Sullivan (1993–1996)
Nell Faucette (1994–1998)
Patt Dodds (1996–2000)
Hans van der Mars (1998–2002)
Deborah Tannehill (2000–2004)
Bonnie Tjeerdsma Blankenship (2002–2006)
Melinda Solmon (2004–2008)
Ron McBride (2006–2010)
Ping Xiang (2008–2012)
Pamela Hodges Kulinna (2010–2014)
Ben Dyson (2012–2016)
Weidong Li (2014–2018)
Mark Byra (2016–2020)
Bryan McCullick (2018–2022)

Associate Editors

Erin E. Centeio
University of Hawaiʻi at Mānoa, USA

Sara Flory
University of South Florida, USA

Karen Gaudreault
University of New Mexico, USA

Michael Hemphill
University of North Carolina-Greensboro, USA

Risto Marttinen
George Mason University, USA

Collin Webster
University of Birmingham, Dubai, UAE

Tao Zhang
University of North Texas, USA

Editorial Board

Laura Alfrey, Monash University, Australia

Dominique Banville, George Mason University, USA

Eve Bernstein, Queens College - CUNY, USA

Antonio Calderón, University of Limerick, Ireland

Weiyun Chen, University of Michigan, USA

Donetta Cothran, Indiana University, USA

Matthew Curtner-Smith, University of Alabama, USA

Ben Dyson, University of North Carolina, Greensboro, USA

Tim Fletcher, Brock University, Canada

Alex Garn, Louisiana State University, USA

Tan Leng Goh, Central Connecticut State University, USA

Peter A. Hastie, Auburn University, USA

Pamela Hodges Kulinna, Arizona State University, USA

Cassandra Iannucci, Deakin University, Australia

Peter Iserbyt, KU Leuven, Belgium

Weidong Li, Ohio State University, USA

Ken Lodewyk, Brock University, Canada

Bryan McCullick, University of Georgia, USA

Scott McNamara, University of New Hampshire, USA

Geoff Meek, Bowling Green State University, USA

Thomas Quarmby, Leeds Beckett University, UK

Fernando Santos, Polytechnic Institute of Porto, School of Higher Education, Portugal

Bo Shen, Wayne State University, USA

Victoria (Tori) Shiver, University of New Mexico, USA

Mara Simon, Springfield College, USA

Kelly Simonton, University of Wyoming, USA

Oleg Sinelnikov, University of Alabama, USA

Suzan F. Smith-Ayers, Western Michigan University, USA

Melinda Solmon, Louisiana State University, USA

Michalis Stylianou, University of Queensland, Australia

Sue Sutherland, The Ohio State University, USA

Tristan Wallhead, University of Wyoming, USA

Jennifer Walton-Fisette, Kent State University, USA

Yubing Wang, Old Dominion University, USA

Phillip Ward, The Ohio State University, USA

John Williams, University of Canberra, Australia

Wesley Wilson, University of Illinois Urbana-Champaign, USA

Ping Xiang, Texas A&M University, USA

Xihe Zhu, Old Dominion University, USA

Social Media Manager

Paul Malinowski, University of Illinois at Urbana-Champaign, USA

Human Kinetics Staff
Tammy Miller, Senior Journals Managing Editor

Prior to submission, please carefully read and follow the submission guidelines detailed below. Authors must submit their manuscripts through the journal’s ScholarOne online submission system. To submit, click the button below:

Submit a Manuscript


Authorship Guidelines

The Journals Division at Human Kinetics adheres to the criteria for authorship as outlined by the International Committee of Medical Journal Editors*:

Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:

a. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
b. Drafting the work or revising it critically for important intellectual content; AND
c. Final approval of the version to be published; AND
d. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Conditions a, b, c, and d must all be met. Individuals who do not meet the above criteria may be listed in the acknowledgments section of the manuscript. *

Authors who use artificial intelligence (AI)-assisted technologies (such as Large Language Models [LLMs], chatbots, or image creators) in their work must indicate how they were used in the cover letter and the work itself. These technologies cannot be listed as authors as they are unable to meet all the conditions above, particularly agreeing to be accountable for all aspects of the work.

Open Access

Human Kinetics is pleased to allow our authors the option of having their articles published Open Access. In order for an article to be published Open Access, authors must complete and return the Request for Open Access form and provide payment for this option. To learn more and request Open Access, click here.

Manuscript Guidelines

All Human Kinetics journals require that authors follow our manuscript guidelines in regards to use of copyrighted material, human and animal rights, and conflicts of interest as specified in the following link:

In preparing articles for submission to the Journal of Teaching in Physical Education, authors must follow the Publication Manual of the American Psychological Association (7th ed., 2020).

  • All articles must include an abstract of 100–150 words typed on a separate page along with three to six key words not used in the title. When submitting, you will be prompted to fill in the abstract in a specific box. Please also include the abstract in the manuscript file that is uploaded. JTPE editorial personnel request that a structured abstract format is used that includes labeling the following sections within the abstract paragraph: Purpose, Method, Results, and Discussion/Conclusion. Non-traditional papers (e.g., photovoice, reviews, position papers) may use other labeling systems.
  • The entire manuscript must be double-spaced. Line numbers should be inserted, continuous throughout the text, to facilitate the review process.
  • Tables must be prepared using Microsoft Word’s table-formatting functions.
  • Manuscripts should be no longer than 30 total pages, inclusive of title page, abstract pages, main text, references, figures, and tables. Occasionally, the journal editors will consider longer submissions, but authors are asked to request editorial approval before submitting papers longer than 30 pages.
  • Special attention should be given to the accuracy of the references and APA style.
  • Figures must be crisp, clear, and properly labeled. Do not submit low-resolution electronic files.
  • Manuscripts should not be submitted to another journal at the same time.
  • All quantitative studies must report effect sizes.
  • To facilitate anonymous review, the first page of the manuscript should include only the title of the manuscript and the date of submission. The manuscript itself should contain no clues as to the author’s identity. A separate cover sheet with contact information is no longer required because the necessary identifying information is entered when registering with the online submission system.

Manuscripts will be acknowledged upon receipt and will be sent to two reviewers for anonymous review; the review process normally takes two to three months for an initial decision. Once the manuscript has been accepted, it will be published in the first available space after the final revision has been received. There are no page charges to authors. 

Manuscript Submission Template

Authors are welcome to make use of this manuscript template to help ensure that their submission is consistent with JTPE's formatting and author guidelines. However, this is not a requirement and authors are free not to use the template if that is preferred.

Guidelines for Replication Studies

Makel and Plucker (2014) proposed that replication is a powerful avenue to accumulate understanding by checking the validity of knowledge from previous research and enables questions concerning generalization across populations or contexts. Schmidt (2009) suggests that there are two primary forms of replication studies. The first includes "operational" replications that test the validity of the original data using similar procedures and research designs. The second are "constructive" replications, which attempt to replicate a research finding with different situations and different subjects, to determine if the basic findings of the original study can be applied to other participants and circumstances and is therefore linked to the wider notion of replication. In addition to the Manuscript Guidelines listed above, any Replication study submitted to JTPE must fall into one of these two categories. 

Makel, M.C., & Plucker, J.A. (2014). Facts are more important than novelty: Replication of the education sciences. Educational Researcher, 43, 304–316.

Schmidt, S. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology, 13, 90–100. 

Guidelines for Research Notes

Research Notes submitted to JTPE should meet the following guidelines:

  • Research Notes may consist of replication studies, data re-analyses studies, validation studies of existing instruments, and comments and dialogues on previously published papers.
  • Manuscripts should use 12-point Times New Roman font and should be double-spaced (as per APA guidelines), with length not exceeding 14 pages, including text, references, tables, and figures. Consecutive line numbers should be inserted throughout the text to facilitate the review process.
  • Submissions must include an abstract of 150 words or less.
  • Research Notes should conform to the Publication Manual of the American Psychological Association (7th ed., 2020).

Review and Publishing Process

Research Notes follow the same review and publishing process as regular manuscripts.

Guidelines for Book Reviews

The Journal of Teaching in Physical Education is committed to publishing reviews of recent books that contribute to physical education, physical education teacher education, and related fields. In some instances, the book review editor may identify books worthy of review and ask scholars to author a book review. In other instances, scholars may propose to review a book based on their interest and expertise. Prospective book review authors should first contact the section editor to discuss their interest and ensure that the book they wish to review is a fit for JTPE and is not already under review.  The current book review section editor is Dr. Michael Hemphill (

Review Format

Book review authors should follow the Publication Manual of the American Psychological Association (7th edition, 2020) guidelines for journal article style. Keep references to a minimum. Check for the correct spelling of proper names. Check quotations for accuracy and make sure to provide page numbers for quotes. Reviews should be approximately 1,500 to 1,800 words. The text, including quotes and bibliographic information, should be double-spaced.

Bibliographic information for the book should be placed at the top of the review in the following format:

Title By Author(s). Publisher, year of publication, location of publisher, price, number of pages, ISBN.
Reviewed by: Reviewer, institutional affiliation, location.

For example:

Reconceptualizing Physical Education: A Curriculum Framework for Physical Literacy, by Ang Chen. Routledge, 2022, New York, NY, $136, 276 pp., 9780367756949.
Reviewed by: Michael Hemphill, University of North Carolina at Greensboro, Greensboro, NC.

Review Content

Book reviews should be relevant to readers of JTPE and be consistent with its mission to “stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport.” There are some books that would make an obvious fit to review for JTPE due to their purpose clearly relating to physical education. There may also be books from related areas that could be considered because they provide JTPE readers with insight into a topic of importance to our discipline. Prospective book review authors may contact the book review editor to discuss their interest in authoring a book review prior to committing to the project.

A good review provides description and analysis and attempts to situate a book in the larger scholarly conversation of the discipline. It is important to describe the author’s central thesis and the author’s approach to the text. The review should summarize the content and use examples to highlight key points; it should not be organized as a chapter-by-chapter synopsis of the book. Reviewers may choose to situate the book in relation to the author’s previous works, to scholarly debates in physical education or related areas, or to relevant literature in the field and particularly from JTPE. A constructive analysis of the book may include a summary of what makes it unique, strengths and weaknesses, the scope and relevance of its arguments, and/or its relationship to other published material. Book reviews often conclude by commenting on the book’s potential impact on the field, theoretical approach, or methodology. First-time reviewers are encouraged to read reviews that have appeared in other journals in related fields and from JTPE when possible.

Editorial Process

The submission of a review confirms that the review has not and will not appear elsewhere in published form. Book reviews will be received and edited by the Book Review Editor. Reviewers should note that the solicitation of a book review or the submission of an unsolicited review does not guarantee publication in the JTPE. Book review authors may be asked by the Book Review Editor to revise their reviews. The Book Review Editor makes recommendations for acceptance of reviews to the Editor of the journal. The Editor makes all final decisions about what will appear in the journal.


The guidelines for book reviews in JTPE were developed with insights from the book review section of the Sociology of Sport Journal.

Submitting a Manuscript

Manuscripts must be submitted through ScholarOne, the online submission system for the Journal of Teaching in Physical Education (see submission button at the top of this page). ScholarOne manages the electronic transfer of manuscripts throughout the article review process, providing systematic instructions and a user-friendly design. Please access the site and follow the directions for authors submitting manuscripts.

Any problems that might be encountered can be easily resolved by selecting “Help" in the upper-right corner of any ScholarOne screen. Authors of manuscripts accepted for publication must transfer copyright to Human Kinetics, Inc. This copyright agreement can be viewed by visiting the ScholarOne site and selecting "Instructions & Forms" in the upper-right corner.

JTPE is committed to mentoring young scholars to be able to conduct high-quality, timely peer reviews. We use a reviewer onboarding system in which reviewers may invite a graduate student or young scholar to review a manuscript to provide them with valuable training experience. Authors will have the option during manuscript subscription to decline to have their manuscript be part of this process.

Receiving a Decision

Effective July 1, 2019, JTPE has implemented new decision categories for submitted manuscripts. To review these categories, see the document below.

Guidelines for Monographs

Monograph proposals to JTPE should meet the following guidelines:

  • Manuscripts must use 12-point Times New Roman font (as per APA guidelines) and should be single-spaced, with length not exceeding 10 pages (including the overview but excluding the Appendix).
  • Proposals should start with an overview chapter (Chapter 1), which clearly identifies the theme, scope, and need for the monograph.
  • An overarching theoretical framework should inform the monograph. Individual chapters may also have additional/different theories that inform the work.
  • Proposals should provide the abstracts for all chapters (6-10 chapters). Each chapter’s abstract should consist of the following elements: Title, Background, Purpose, Method, Data Analysis, Results, and Discussion/ Conclusions.
  • Data should have already been collected at the time the proposal is submitted and results should be present in the proposal.
  • Proposals should conform to the Publication Manual of the American Psychological Association (7th ed., 2020), except that the text should be single-spaced.
  • Guest editors should be identified in the Appendix and serve as liaisons between chapter lead authors and JTPE coeditors.
  • An Appendix should be submitted separately that provides the contact information of guest editors and the title of each of the chapters and its contributing authors with lead author contact information, along with an abbreviated CV (two pages) for each of the guest editors and lead authors.
  • Proposals are due by July 31 of each year.

Review Process

All proposals are reviewed by a four-person review committee comprised of the two JTPE coeditors and two members of the JTPE editorial board.

Selection Process

The selection process is based on the following criteria: (a) relevance of topic and (2) quality of proposals, as determined by the four-person committee. Guest editors will be notified regarding the selection of monographs by September 15 of each year. If selected, guest editors must submit a complete monograph for further consideration in JTPE.

Publishing Process

The complete monograph is due three months after notification of selection (by December 15). Once received, the monograph will be reviewed by the four-person review committee through the online review process, with reviews sent only to the monograph guest editors. Henceforth, the review process continues following the standard JTPE format until the monograph is considered ready for publication or the monograph is rejected.

Guidelines for Special Issues

The following guidelines are intended to help scholars prepare a special issue proposal. Proposals on time-sensitive topics may be considered for publication as a special series at the Editor’s discretion. In no more than four pages, author(s) should address the following questions using the headings provided.


  •  In 150 words or less, what is your special issue about? Important: Be sure to include its main themes and objectives.


  • What are you proposing to do differently/more innovatively/better than has already been done on the topic (in JTPE specifically, as well as in the field more generally)?
  • Why is now the time for a special issue on this topic?
  • Why is JTPE the most appropriate venue for this topic?
  • What are the main competing works on the topic (e.g., edited books, other special issues)?
  • List up to five articles recently published on the topic that show breadth of scope and authorship in the topic.


  • Are you proposing to serve as Guest Editor for this special issue? If so,
    • Please provide your vitae.
    • Have you edited/co-edited a special issue before? If yes, please give the citation(s).
    • Do you currently serve on any journal editorial boards? If yes, please list.
  • If not, who do you suggest for a potential Guest Editor?


  • Given that it takes approximately 12 months to complete a special issue, please provide a detailed timeline including estimated dates or time frames for the following steps:
    • (a) Call for papers
    • (b) Submission deadline
    • (c) Review process (averages 4 months)
    • (d) Revision process (averages 3 months)
    • (e) Final editing and approval from JTPE editor
    • (f) Completion and submission to Human Kinetics (must be at least 3 months prior to the issue cover month; e.g., completion by January 1 for the April issue)


Online Subscriptions

Individuals may purchase online-only subscriptions directly from this website. To order, click on an article and select the subscription option you desire for the journal of interest (individual or student, 1-year or 2-year), and then click Buy. Those purchasing student subscriptions must be prepared to provide proof of student status as a degree-seeking candidate at an accredited institution. Online-only subscriptions purchased via this website provide immediate access to all the journal's content, including all archives and Ahead of Print. Note that a subscription does not allow access to all the articles on this website, but only to those articles published in the journal you subscribe to. For step-by-step instructions to purchase online, click here.

Print + Online Subscriptions

Individuals wishing to purchase a subscription with a print component (print + online) must contact our customer service team directly to place the order. Click here to contact us!


Institution subscriptions must be placed directly with our customer service team. To review format options and pricing, visit our Librarian Resource Center. To place your order, contact us

JTPE Editors and Reviewers Resource Center


Interested in being a reviewer for JTPE? Please fill out the JTPE Online Reviewer Form.



Eligibility Criteria and Responsibilities of JTPE Co-Editors

JTPE co-editors are selected from the members of the editorial board. Upon selection, they serve as junior co-editor for a specified term of two years. Upon completion of this period, they serve as senior co-editor for another two-year term.

Eligibility Criteria
Eligibility for JTPE co-editor appointments is based on the following criteria:

1. Co-editor candidates have published three manuscripts in the last five years in tier one journals (requirements: one publication in JTPE and one first authorship publication).
2. Co-editor candidates have demonstrated high-quality reviews in a timely manner while on the JTPE editorial board (a minimum of six reviews per year during the three-year term).
3. Co-editor candidates have served as JTPE editorial board members for six years (i.e., two terms) before selection.

The JTPE co-editor responsibilities include, but are not limited to, the following:

1. Co-editors ensure the validity of the double-anonymous review process.
2. Co-editors maintain confidentiality and objectivity regarding manuscripts and the review process.
3. The senior co-editor submits manuscripts to at least two reviewers expert in the specific area who can be objective and do not have conflicts of interest. In the case that the manuscript content or focus is inappropriate for JTPE, the coeditors contact the author(s) rather than sending it out for review.
4. Co-editors correspond with authors and reviewers.
5. Co-editors make decisions regarding acceptance/rejection and resubmission/rejection of manuscripts based on reviewers’ feedback/recommendations.

To review more information on the duties of editors, including ethical responsibilities, click here.

Nomination Process

Nominations for the co-editor positions originate from existing editorial board members and are submitted in writing to the senior co-editor who is responsible for contacting the nominees for their curriculum vitae and letter of interest, as well as for making arrangements for the selection process.

Selection Process

Co-editors are selected by current co-editors from the pool of JTPE editorial board members who meet the eligibility criteria and are interested in the position. The co-editors’ selection is ratified by the majority vote of the JTPE editorial board.

Co-Editor Publication Process

In the case a co-editor submits a manuscript for publication to JTPE, the other co-editor assigns a guest co-editor to select reviewers and monitor the review process.

Editorial Board Members

Eligibility Criteria and Responsibilities for JTPE Editorial Board Membership

Editorial board members are appointed by the senior co-editor upon consensus of the editorial council (senior and junior co-editors).

Eligibility Criteria
Eligibility for new board member appointments is based on the following criteria:

1. Potential editorial board member has obtained a doctoral degree specializing in sport pedagogy or related fields at least five years before serving on the JTPE editorial board.
2. Potential editorial board member has published three manuscripts in the last five years in tier one journals (initial membership requirements: one publication in JTPE and one first authorship publication).
3. Potential editorial board member has served as a guest reviewer for JTPE for one year and completed an adequate number of high-quality, non-biased reviews.
4. Potential editorial board member has demonstrated expertise in areas needed on the board.
5. Potential editorial board member is committed to attending the annual JTPE editorial board meetings when possible and to contributing to the mission of JTPE.


The members of the JTPE editorial board are appointed for three years and are directly accountable to the editors of JTPE. In turn, the senior editor of JTPE is responsible to Human Kinetics, Inc. The JTPE editorial board members’ responsibilities include, but are not limited to, the following:

1. JTPE editorial board members complete a minimum of six reviews per year in a timely manner.
2. JTPE editorial board members provide respectful and constructive reviews for authors that avoid hurtful language and contribute to providing high-quality papers.
3. JTPE editorial board members demonstrate confidentiality and objectivity regarding the manuscripts and the review process.
4. JTPE editorial board members participate in the evaluation of the quality and effectiveness of JTPE to help maintain high standards.

Nomination Process

Editorial board membership nominations are requested from existing JTPE editorial board members. Board members whose term has been completed and who wish to continue on the board can also nominate themselves as a self-nomination (through a letter of intent only). Nominations should be submitted in writing (preferably via electronic mail) to the senior editor, who is responsible for arranging the review/selection process. Nominees are then asked to submit a curriculum vita to the senior editor, along with a statement expressing their interest in the position and explaining their suitability.

Selection Process

The co-editors of JTPE will consider nominees who meet the eligibility criteria and have provided requested materials as potential JTPE editorial board members. The JTPE editorial board can consist of up to 32 members at a time.

Renewal of JTPE Editorial Board Membership

The co-editors determine the renewal of JTPE editorial board membership. Board members, upon completion of their term of service, are invited to continue to serve on the board if they have successfully fulfilled all their responsibilities during their three-year term. This will be determined by the eligibility criteria and their ability to fulfill appropriate responsibilities for JTPE editorial board membership.

Reviewer Guidelines

A. Guidelines for the Review of Research-Based Manuscripts

I. Appropriateness of Manuscript for JTPE: The reviewer should comment on the appropriateness of the manuscript (refer to editorial policy of JTPE) based on the guidelines below (when they apply). Co-editors make final decisions about the appropriateness of manuscripts.

II. Relevance/Significance of the Study:

1. Is there a theoretical framework and/or is the study and the related construct(s) situated in the existing literature?
2. Is the theoretical framework logically explained or are the constructs tied together to explain how the research project was conceived?
3. Is the rationale for the study clear?
4. Does the literature review provide the most relevant and current scholarship on the topic that enriches an understanding of the theoretical framework or related constructs?
5. Are the purpose and the research questions derived from the literature review and are they consistent with the theoretical framework and/or the related constructs and rationale presented in the introduction?
6. Have the data been published elsewhere?
7. Are the interpretations based on valid, reliable, or trustworthy data/materials?
8. Has the work been sufficiently thorough to warrant publication?
9. What significant, unique, or valuable knowledge will readers learn from the study?
10. Overall, does the study add new knowledge and/or make a significant and/or a unique contribution to the existing literature base?

III. Methodology and Presentation of Results:

General Guidelines

1. Are the research questions specific enough so that the theoretical framework/construct logically leads to the selection of appropriate variables/phenomena for the investigation?
2. Is the research design explicitly explained?
3. Are participants clearly described?
4. Is information offered with regard to having obtained institutional approval and participants’ consent?
5. Are key characteristics of the participants provided?
6. Is the sequence of research procedure logical?
7. Are there sufficient data sources to address the research question(s)?

Guidelines for Quantitative Methods

1. Are variables operationally defined for data collection?
2. Is information about the validity and reliability of the measures reported?
3. Do the validity and reliability of the measures meet acceptable criteria?
4. Are control procedures described in experimental/quasi-experimental designs?
5. Are effective procedures used to minimize the threats to the validity and reliability of the measures?
6. Are statistical analyses compatible with or appropriate to the research questions?
7. Are advantages and disadvantages of using the analyses explained?
8. Were adequate assumptions for the statistical analyses examined and results reported?
9. Were descriptive statistics for the variables (dependent variables in particular) reported?
10. Are the parameters/indexes chosen to report results appropriate (especially in multivariate analyses)?
11. Were results for tests of statistical significance accompanied by effect size indices?
12. Are there any indications of calculation errors?
13. When using single-subject designs, were data paths interpreted appropriately according to accepted visual analysis tactics?

Guidelines for Qualitative Methods

1. Is the type of inquiry and its associated paradigm/perspective specified?
2. Does the author reveal sufficient personal/professional subjectivity for readers to assess the degree of the researcher’s role in the study and influence on the data presented?
3. Is the description of context detailed so that readers can situate the study within its social and educational environment?
4. Are detailed descriptions of key informants provided?
5. Are data collection protocols described?
6. Are sufficient data sources used for an effective triangulation to make the case that the data are trustworthy and credible?
7. If limited data sources were used, were additional efforts made to gather sufficient in-depth information from the sources to address the research questions adequately?
8. Are approaches to establishing trustworthiness appropriate?
9. Are data analysis protocols carefully described to show that the themes/grounded theories have been derived in a logical way?

IV. Discussion and Interpretation:

1. Has the discussion/interpretation of results been linked to the theoretical framework and/or constructs and rationale presented in the introduction?
2. To what extent do the findings make unique contributions to the body of knowledge?
3. Are interpretations of the results based on the data and related to the literature?
4. Are there any indications of over- or under-generalization of the results?
5. To what extent have the results answered the research questions (completely, partially, or not at all)?
6. If there are any critical limitations of the study in any section (e.g., theoretical foundation, methodology, results, and/or discussion), how well has the author addressed them?
7. Are practical implications of the findings presented when appropriate?
8. Are similarities and differences with previous findings noted and discussed?
9. Are unexpected results acknowledged and discussed?

V. Clarity of Information Presentation and Writing:

1. Does the writing allow a clear, accurate, and concise presentation of information? Are the sections coherently connected?
2. Does the writing avoid redundancy?
3. Are concepts clearly defined and explained when they first appear in the manuscript?
4. Has technical jargon been avoided or kept to a minimum?
5. Is the general arrangement of the sections logical?
6. Is it a finished piece of work?
7. Are there inappropriate or missing sections/headers?
8. Does the manuscript conform to the Publication Manual of the American Psychological Association (6th ed., 2010)?
9. Does the abstract present all key components in the manuscript in a very concise manner?
10. Are tables and figures accurate, clear, and concise?
11. Do tables and figures present necessary information that contributes to the understanding of the text, rather than redundant information which duplicates what is already in the text?
12. Is the reference list accurate and do citations in the manuscript accurately match those in the references section?
13. Is the tone of reporting academically appropriate?
14. Is an overly emotional tone avoided?
15. Is the length of the manuscript reasonable?
16. If longer than 28 pages (8.5 x 11, size 12 font), can any part be condensed or omitted without jeopardizing the significance of the manuscript?

B. Guidelines for the Review of Manuscripts Pertaining to Theoretical, Philosophical, and/or Applied Issues of Professional Practice

I. Contribution to the Body of Knowledge/Professional Practice: 

1. Does the author address a significant issue that is relevant to the scope of the journal (teaching/learning in physical education)?
2. Is the most current relevant literature included in the review?
3. Are the arguments based on solid theoretical frameworks, philosophical foundations, and/or empirical evidence?
4. To what extent does the manuscript advance our understanding of the issue?
5. Has the work been sufficiently thorough to warrant publication?
6. Is the quality of the content sufficient to warrant publication?

II. Quality of Information Presentation:

1. Are themes and/or philosophical positions stated clearly?
2. Are appropriate transitions used between/among themes to build logical and compelling arguments?
3. Does the presentation help readers conceptualize issues and arguments effectively?
4. Is the manuscript logically organized to achieve a clearly stated purpose that is suited to this journal?
5. Is the information conceptually integrated and coherently presented?

III. Discussion or Interpretation of Ideas and Information:

1. Has the author built constructive arguments that advance theory, knowledge, and/or applications related to the scope of the journal (teaching/learning in physical education)?
2. Is relevant literature adequately critiqued and integrated into the arguments?
3. Are the arguments based on well-reasoned thoughts, rather than emotions?
4. Does the reasoning throughout the manuscript seem to be sound?
5. Are the conclusions consistent with the arguments developed or the empirical evidence reviewed?
6. Are practical implications of the arguments and/or ideas emphasized?

C. Guidelines for Reviewing Manuscripts the Second or Third Time:

1. All major concerns by reviewers and editors should be addressed in the first revision of a manuscript.
2. New major revisions should not be requested during the second or third revision of a manuscript unless a major change (e.g., new theoretical framework or revised analyses) requires further recommendations for changes.
3. Original reviewers should be employed in subsequent reviews unless the co-editor’s decision for the original manuscript is reject.

Guest Reviewers

Guest reviewers must have an earned doctoral degree specializing in sport pedagogy or related fields. Doctoral students (in the third year of their programs or beyond) may also participate as a JTPE guest reviewer under the supervision of their doctoral mentors.

The Metzler-Freedman Exemplary Paper Award

The Metzler-Freedman Exemplary Paper Award was established to highlight an article published in JTPE that exemplifies papers of the utmost excellence and innovation. The annual award is carefully chosen by a committee from all JTPE articles published within the calendar year. Selection of these awards are based on the significance of the work, quality of methods and writing, and the potential to have a positive impact on the field. Each year, the winners are presented and honored at the SHAPE America convention.

The Reviewer of the Year Award

The Reviewer of the Year Award is given annually to one or two reviewers—editorial board members and/or ad hoc reviewers—who have demonstrated excellence in their contributions to JTPE within the most recent year. Excellence is considered both in terms of editorial ratings of reviewer contributions and the number of reviewers completed for the journal. The Reviewer of the Year Award is presented annually at the JTPE Editorial Board meeting at the SHAPE America national convention.

Metzler-Freedman Exemplary Paper Award Winners

2023: Physical Education Teachers' Experiences of Nurturing a Community of Practice Online

By Heidi J. Ferreira, Luiza Gonçalves, and Melissa Parker
JTPE 42(3), 420–429

2022: "Getting the Tip of the Pen on the Paper": How the Spectrum of Teaching Styles Narrows the Gap Between the Hope and the Happening

By Brendan SueSee, Shane Pill, Michael Davies, and John Williams
JTPE 41(4), 640–649

2021: Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional Identities

By Dean Barker, Mikael Quennerstedt, Anna Johansson, and Peter Korp
JTPE 40(4), 642–651

2020: Don Hellison's Scholarship Reconsidered

By Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth
JTPE 39(3), 311–320

2019: Physical Literacy in Children and Youth-A Construct Validation Study

By John Cairney, Heather Clark, Dean Dudley, and Dean Kriellaars
JTPE 38(2), 84–90

2018: Physical Literacy (Mis)understandings: What do Leading Physical Education Teachers Know About Physical Literacy

By Daniel B. Robinson, Lynn Randall, and Joe Barrett
JTPE 37(3), 288–298

2017: Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physical Educated/Literate Person?

By Peter A. Hastie
JTPE 36(1), 3–19

2016: Stop Photoshopping!: A visual Participatory Inquiry into Students' Responses to a Body Curriculum

By Laura Azzarito, Mara Simon, and Risto Marttinen
JTPE 35(1), 54–69

2013: Meaningful Learning in Professional Development: Teaching Without Telling

By Kevin Patton, Melissa Parker, and Erica Pratt
JTPE 32(4), 441–459

2012: Impact of Wellness Legislation on Comprehensive School Health Programs

By Kim C. Graber, Amelia Mays Woods, and Jamie A. O'Connor
JTPE 31(2), 163–181

Reviewer of the Year Winners

2023: Kelly Simonton, University of Wyoming, USA


2022: Dominique Banville, George Mason University, USA


2021: Ashley Phelps, University of New Mexico, USA


2020: Peter Hastie, Auburn University, USA, and Yubing Wang, University of Wisconsin-Whitewater, USA


2019: Tim Fletcher, Brock University, Canada, and Phillip Ward, The Ohio State University, USA


2018: Pamela Hodges Kulinna, Arizona State University, USA, and Tristan Wallhead, University of Wyoming, USA


2017: Oleg A. Sinelnikov, The University of Alabama, USA


2016: Tim Fletcher, Brock University, Canada, and Matthew Curtner-Smith, The University of Alabama, USA


2014: Heather Erwin, University of Kentucky, USA, and Collin Webster, University of Birmingham, Dubai, UAE


2012, inaugual winner: Bryan McCullick, University of Georgia, USA

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