Browse

You are looking at 1 - 10 of 10,196 items for :

  • Physical Education and Coaching x
  • Refine by Access: All Content x
Clear All
Restricted access

Volume 19 (2024): Issue 6 (Jun 2024)

Restricted access

Volume 38 (2024): Issue 2 (Jun 2024)

Restricted access

Barriers and Facilitators to Including Students With Down Syndrome in Integrated Physical Education: Chilean Physical Educators’ Perspectives

Luiz Gustavo Teixeira Fabricio dos Santos, Fabián Arroyo-Rojas, Sheyla Martinez Rivera, Luis Felipe Castelli Correia de Campos, Lindsey A. Nowland, Wesley J. Wilson, and Justin A. Haegele

The purpose of this study was to explore Chilean physical educators’ perspectives on barriers and facilitators to students with Down syndrome experiencing inclusion in integrated physical education. Data were collected from a cohort of 91 physical educators, comprising 50 males and 41 females from various regions in Chile, who responded to an online survey between March 2023 to June 2023. A two-step coding protocol was used to analyze responses. Cumulatively, the respondents identified 350 barriers (3.84 per participant) and 393 facilitators (4.32 per participant), which they perceived to influence feelings of inclusion among students with Down syndrome. Predominantly, factors that centered around teachers themselves were emphasized as both facilitators and barriers, as well as the role of a welcoming environment and supportive peers. This study, the first within the Chilean context, demonstrates that teachers believe that inclusiveness predominantly stems from educators’ initiatives, complemented by the surrounding environment and peer interactions.

Restricted access

Physical Educators’ Attitudes Toward Teaching Students With Disabilities After a Paralympic School Day Professional Development Program

Marie Leake, Martin E. Block, Abby Fines, and Cathy McKay

Purpose: This study aimed to examine physical educators’ attitudes toward teaching students with disabilities in general physical education after participating in a Paralympic School Day professional development program. Methods: Elementary through high school physical education teachers participated in a Paralympic School Day professional development program. Data from focus groups and written reflections were analyzed deductively and inductively using a three-step approach. Results: The analysis revealed five interrelated themes: (a) “you’re trying to accommodate everyone, and so it’s hard”; (b) “putting yourself in other people’s shoes”; (c) “I definitely want to use these ideas”; (d) “It made me think about all of my students”; and (e) “not talking is the hurtful action.” Discussion: Following the Paralympic School Day professional development program, physical educators described a shift in attitudes characterized by a desire to implement inclusive teaching practices and an enhanced focus on promoting conversations with individuals with disabilities.

Restricted access

Teachers’ Beliefs and Dispositions Toward Change in a Social and Emotional Skills Development Program

Shannon A. Pennington, Kim C. Graber, Karen Lux Gaudreault, and Kevin Andrew Richards

Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in which elementary-level noncore subject teachers’ dispositions toward change influenced their experiences with a social and emotional skills development intervention. Method: This study included two iterations of the program with a total of 21 elementary-level noncore subject teachers (e.g., physical education, art, and music) from three districts in the Midwestern United States. Data included a survey, semistructured interviews, document analysis, discussion board posts, observations, and field notes. Collaborative qualitative analysis was used to analyze multiple data sources line by line. Results: Marginalization and low perceived mattering were prevalent among participants. A positive disposition toward change enhanced the influence of the professional learning, and participants found the experience validating. Conclusions: Teachers of marginalized subjects need to feel seen and heard. A positive disposition toward change drew teachers to participate, and the camaraderie formed was a motivator for teachers who felt undervalued.

Restricted access

Teaching Physical Education Post-COVID-19: Curriculum, Instruction, and Assessment

Xiaoping Fan, Sheri M. Treadwell, Taemin Ha, and Catherine Cardina

Purpose: While numerous studies have explored the challenges of teaching physical education during COVID-19, there is a gap in research on physical education post-COVID-19. Therefore, this study aimed to examine physical education practices post-COVID-19, focusing on the changes in curriculum, instruction, and assessment. Method: A mixed method with a concurrent triangulation design was utilized in this study. The participants included 94 physical education teachers. Descriptive statistics were used to analyze quantitative data, while open and axial coding techniques were employed for qualitative data analysis. Results: The results underscore the shifts in the emphasis on the three learning domains in curriculum, instruction, and assessment across various time periods, with a focus on the affective learning domain in postpandemic physical education. Discussion/Conclusions: This study provides insights into teaching physical education post-COVID-19, including adaptation to physical education practice, enhancement of student affective learning, continuity in physical activity promotion, and integration of technology.

Restricted access

The Autoregulation Rest-Redistribution Training Method Mitigates Sex Differences in Neuromuscular and Perceived Fatigue During Resistance Training

Antonio Dello Iacono, Kevin Watson, and Ivan Jukic

Purpose: To examine the sex differences in performance and perceived fatigue during resistance training prescribed using traditional (TRA) and autoregulation rest-redistribution training (ARRT) approaches. Methods: Twelve resistance-trained men and 12 women completed 2 sessions including the bench-press exercise matched for load (75% of 1-repetition maximum), volume (24 repetitions), and total rest (240 s). Sessions were performed in a counterbalanced randomized design with TRA consisting of 3 sets of 8 repetitions with 120-second interset rest and ARRT employing a personalized combination of clusters, repetitions per cluster, and between-clusters rest regulated with a 20% velocity-loss threshold. The effects of TRA and ARRT on velocity loss, unilateral isometric peak force, and rating of fatigue (ROF) were compared between sexes. Results: The velocity loss was generally lower during ARRT compared with TRA (−0.47% [0.11%]), with velocity loss being mitigated by ARRT to a greater extent among males compared with females (−0.37% [0.15%]). A smaller unilateral isometric peak force decline was observed after ARRT than TRA among males compared with females (−38.4 [8.4] N). Lower ROF after ARRT than TRA was found among males compared to females (−1.97 [0.55] AU). Additionally, males reported greater ROF than females across both conditions (1.92 [0.53] AU), and ARRT resulted in lower ROF than TRA overall (−0.83 [0.39] AU). Conclusions: The ARRT approach resulted in decreased velocity loss, peak force impairment, and ROF compared with TRA in both sexes. However, male subjects exhibited more pronounced acute within-session benefits from the ARRT method.

Restricted access

Subjective and Objective Monitoring Markers: Are They Related to Game Performance Indicators in Elite Female Volleyball Players?

André Rebelo, Diogo V. Martinho, Inês G. Pires, Inês Arrais, Ricardo Lima, João Valente-dos-Santos, and João R. Pereira

Purpose: This cohort study aimed to investigate the relationship between subjective (wellness and internal training load [ITL]) and objective (neuromuscular fatigue) monitoring markers and performance aspects (reception quality [RQ] and attack efficiency [AE]) in professional female volleyball players. Methods: The study was conducted over an 8-week period during the final mesocycle of the competitive phase. A total of 24 training sessions and 10 matches were included in the analysis. Subjective measures of wellness and ITL were assessed, and neuromuscular fatigue was evaluated using countermovement-jump (CMJ) height. RQ and AE were determined based on game statistics. Results: The study found a positive relationship between wellness and RQ, particularly affecting outside hitters and liberos. ITL showed a positive association with AE, primarily impacting outside hitters, opposite hitters, and middle blockers. Additionally, ITL demonstrated a negative correlation with RQ, mainly affecting outside hitters and liberos. CMJ performance was associated with AE, where a decrease in CMJ height was linked to reduced AE. Conclusions: The findings highlight the importance of considering players’ wellness scores in training and match strategies for different positions. Careful management of training loads, considering both physical and technical demands, is crucial for optimizing performance outcomes. Monitoring neuromuscular fatigue, as indicated by CMJ performance, is particularly relevant for outside hitters, opposite hitters, and middle blockers involved in attack actions. Coaches, trainers, and sports practitioners can use these insights to develop position-specific training protocols and implement effective strategies for maintaining or improving performance metrics under various stressors.

Open access

Myths and Methodologies: Standardisation in Human Physiology Research—Should We Control the Controllables?

Lucy H. Merrell, Oliver J. Perkin, Louise Bradshaw, Harrison D. Collier-Bain, Adam J. Collins, Sophie Davies, Rachel Eddy, James A. Hickman, Anna P. Nicholas, Daniel Rees, Bruno Spellanzon, Lewis J. James, Alannah K.A. McKay, Harry A. Smith, James E. Turner, Francoise Koumanov, Jennifer Maher, Dylan Thompson, Javier T. Gonzalez, and James A. Betts

The premise of research in human physiology is to explore a multifaceted system whilst identifying one or a few outcomes of interest. Therefore, the control of potentially confounding variables requires careful thought regarding the extent of control and complexity of standardisation. One common factor to control prior to testing is diet, as food and fluid provision may deviate from participants’ habitual diets, yet a self-report and replication method can be flawed by under-reporting. Researchers may also need to consider standardisation of physical activity, whether it be through familiarisation trials, wash-out periods, or guidance on levels of physical activity to be achieved before trials. In terms of pharmacological agents, the ethical implications of standardisation require researchers to carefully consider how medications, caffeine consumption and oral contraceptive prescriptions may affect the study. For research in females, it should be considered whether standardisation between- or within-participants in regards to menstrual cycle phase is most relevant. The timing of measurements relative to various other daily events is relevant to all physiological research and so it can be important to standardise when measurements are made. This review summarises the areas of standardisation which we hope will be considered useful to anyone involved in human physiology research, including when and how one can apply standardisation to various contexts.

Restricted access

Bridging the Policy Gap: Examining Physical Education in Colorado

Xiaoping Fan, Jaimie M. McMullen, Brian Dauenhauer, and Jennifer M. Krause

Purpose: Using the social ecological model as a guiding framework, the purpose of this study was to examine the status of physical education in Colorado. Method: A sequential explanatory mixed-method approach was employed to acquire a snapshot of the status of physical education. Participants completed an initial survey followed by semistructured interviews. The quantitative survey data were analyzed with descriptive statistics, and the qualitative data were analyzed using open and axial coding. Results: The results of this study are presented in two parts: an overview of the status of physical education, followed by a detailed analysis of each component of physical education. Discussion/Conclusion: This study demonstrates a comprehensive approach to examining physical education, providing a holistic view of physical education, and serving as a valuable resource for policymakers and stakeholders.