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Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children

Mengyi Wei, Kevin Andrew Richards, Naiman A. Khan, Amelia Mays Woods, Dorothy L. Espelage, and Kim C. Graber

Purpose: The purpose of this study was to examine children’s, camp counselors’, and activity leaders’ perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children’s personal and social responsibility.

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Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry

Kevin Patton and Melissa Parker

Purpose: This study’s purpose was to explore professional career paths into physical education teacher education. Methods: Participants included 27 physical education teacher educators with an average of 20.2 years of experience selected from among attendees at international conferences, using a combination of convenience and purposive sampling. Data sources included semistructured interviews, living graphs, and participant vitae. Results: Findings describe intrinsic and extrinsic motivating factors to pursue a professional role change and the selection of a doctoral program including: (a) prompted by others, (b) self-initiated, and (c) forced choice. After deciding to pursue a doctoral degree, program choice was predicated by disciplinary and institutional, as well as idiosyncratic and personal considerations. Conclusions: Understanding how and why participants repositioned themselves from their current roles into doctoral education has important implications for further research and practice to enhance the quality of doctoral education.

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Tribute to Professor Michael W. Metzler Co-Founder of the Journal of Teaching in Physical Education

Mark S. Freedman, Jackie Lund, Hans van der Mars, and Phillip Ward

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A Practical Approach to Negotiating Authorship and Preparing Manuscripts for Publication

Kevin Andrew Richards, Michael A. Hemphill, and Sara B. Flory

The academic publishing process is fraught with challenges, inconsistencies, and the absence of clearly articulated guidelines and recommendations, particularly for doctoral students and other newcomers. Our goal is to overview key information that authors may consider and decisions they will need to make when determining authorship and preparing manuscripts for submission. Specifically, we discuss how authors can consider (a) the ongoing discussion of authorship, (b) identifying a target journal, and (c) submitting a manuscript for review. We draw influence from how processes are conducted relative to the Journal of Teaching in Physical Education in approaching our commentary as a point of reference. Nevertheless, while acknowledging differences in journal style and submission formats, many of the considerations discussed are relevant across publication outlets. Common threads across the discussion impress the importance of being intentional, proactive, and adaptive when engaging in authorship conversations and identifying target journals for submission.

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“Go Where the Big Challenges Are”: Preservice Physical Educators as Change Agents

Corrine M. Wickens and Jenny Parker

Purpose: This study explored the tensions around physical and literacy integration initiatives from the view of physical education teacher education candidates. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher education candidates’ programs. Results: We demonstrated candidates’ recognition of the role of literacy integration within physical education in relation to (a) candidates’ feelings of pride and defensiveness of their field, (b) the importance of teacher collaboration, (c) teachers’ responsibility to support school goals and the students themselves, and (d) the potential of candidates to become change agents and leaders in their future school environments. Discussion/Conclusion : We assert that collaboration is required, and it must transpire within and among multiple educational contexts spaces, including K–12 settings, among teacher education faculty and programs, and across K–12 and higher education divides.

Open access

Effectiveness of a Whole-of-School Approach in Promoting Physical Activity for Children: Evidence From Cohort Study in Primary Schools in Thailand

Piyawat Katewongsa, Panya Choolers, Pairoj Saonuam, and Dyah Anantalia Widyastari

Purpose: This study aims to examine the effectiveness of a whole-of-school approach by using the 4PC model (Active Policy, Active People, Active Program, Active Place, and Active Classroom) in improving physical activity and reducing sedentary behavior of school children in Thailand. Method: We employed a quasi-experimental cohort design in which the intervention group was exposed to the 4PC model and control schools performed their regular routine. We followed the same students from 10 participating schools over a 2-year academic period (2017–2019) from primary school Grades 4–6. A total of 119 of 184 students in the intervention group, and 173 of 254 students in the control group were present in all five rounds of data collection and are included in the analysis. Results: Compared to students in the control group without the 4PC exposure, students in the intervention group accumulated an additional 19–25 min of physical activity time and experienced a 31-min reduction in sedentary time. Conclusion: As a whole-of-school approach, the 4PC model was effective in increasing physical activity and reducing sedentary behavior of primary school children in Thailand.

Open access

Erratum. Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Open access

Erratum. Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community

Open access

Erratum: Cheng et al. (2021)

Open access

Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences

Sebastián Fierro-Suero, Pedro Sáenz-López, José Carmona-Márquez, and Bartolomé J. Almagro

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.