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Open access

Erratum: Miller (2015)

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Special Issue: Black Scholarship in Physical Education

Michael A. Hemphill and Langston Clark

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Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

Carolina Nieva Boza and Teresa Lleixà Arribas

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

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Cooperative Classrooms and Academic Performance in Physical Education: A Multilevel Analysis

Benito León, Javier Fernandez-Rio, Sergio Rivera-Pérez, and Damián Iglesias

Purpose: The aim was to assess how two contextual variables, number of students per class and in-class global cooperation, affect students’ academic performance in physical education. Method: Multilevel analysis was performed given the data’s hierarchical nature (L1 = 1,185 participants and L2 = 64 classrooms), including regression analysis to assess how the contextual variables at the classroom level affected students’ grades. Results: Results showed that the differences observed between classrooms in students’ academic performance can be attributed largely to the perceived in-class global cooperation and not to the number of students per class. Group processing, promotive interaction, and individual accountability were the strongest predictors because these cooperative learning essential elements showed significant differences between classrooms. Discussion/Conclusion: Academic performance in physical education is not only determined by personal factors but also by contextual factors like perceived in-class cooperation. Group processing, promotive interaction, and individual accountability can be considered the most relevant critical features. Cooperative learning contexts are not easy to build, and depending on how successfully they are constructed, the outcomes can be very different.

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Daryl Siedentop and Journal of Teaching in Physical Education . . . A Lasting Legacy

Hans van der Mars and Mike Metzler

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

Brendan SueSee, Shane Pill, Michael Davies, and John Williams

Purpose: In response to the limitations with what has been termed a “traditional” Physical Education method, in the last decade Models-Based Practice (MBP) has emerged as an alternative. However, these limitations were recognized by Mosston in 1966 and from which The Spectrum of Teaching Styles (The Spectrum) was presented as a means toward a more obvious educative focus in Physical Education. We propose that The Spectrum provides a bridge between the hope and happening of MBP suggested by Casey and colleagues. Method: Using a qualitative narrative approach, we construct a fictional discussion between two academics (one from a country with centralized, mandated curriculum and one without) through which to navigate the mythical island of quality Physical Education in order to analytically frame The Spectrum and the “happening” of teacher’s implementation of MBP. Use of a fictional dialogue as a qualitative instrument enabled us to be provocative through the posing of questions in a novel fashion. Results: We suggest adopting a nonversus perspective reorients the view of model fidelity and, The Spectrum provides the “how” or micropedagogies to close the gap between the “hope” and the “happening.” Conclusion: This conversation is timely considering reservations about the successfulness of “second-generation” MBP exist in the literature and evidence of the continuation of the historically common Physical Education method despite its well-recognized limitations.

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Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method : Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

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Daryl Siedentop (1938–2021)

Bryan McCullick

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Do Physical Education Teachers Use Socioconstructivist Communication Patterns in Their Classes?

Abraham García-Fariña, Francisco Jiménez Jiménez, and M. Teresa Anguera

Purpose: This study aims to identify socioconstructivist communication patterns used by physical education teachers and their evolution after participating in a training intervention. Method: The authors analyzed 812 units (messages containing constructivist discursive strategies) employed by two physical education teachers in two teaching modules using observational methodology. The data were analyzed by polar coordinate analysis. Results: In the pretraining phase, Teacher 1 presents two discursive patterns with questions–answers–literal incorporation of student-answers into the teachers’ communication, and another formed by praise questions. Teacher 2 generated praise-questions only. In the posttraining phase, Teacher 1 maintains one of the initial patterns and generates another consisting of questions-incorporation of students’ actions into the teacher’s communication. Teacher 2 incorporates two new patterns composed of information demands that are associated with the use of a specific frame of reference, or meta-statement. Discussion: The use of polar coordinate analysis revealed the presence of communication patterns and their evolution. Conclusion: The training intervention has resulted in changes in the communicative patterns of teachers. The custom-made instrument has allowed knowing the discursive strategies

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Dearborn SHINES During the COVID-19 Pandemic: Youth Experiences and Outcomes With Virtual Physical Activity and Healthy Eating Programming

Jeanne Barcelona, Erin Centeio, Paige Arvidson, and Kowsar Hijazi

Purpose: This exploratory study evaluated how youth healthy eating (HE) and physical activity (PA) behaviors could be influenced by a whole-of-school program, which was transformed to a virtual setting at the onset of the COVID-19 pandemic. The authors investigated how students experienced programming and the role of students’ perceptions of parental support in their self-reported engagement in HE and PA. Methods: PA and HE curricula were provided across 15 schools over 12 weeks. Students (N = 879, M age = 12.12 years, 63% female) completed a survey evaluating the value and perceptions around programmatic aspects as well as their self-reported engagement in HE and PA. Results: Multiple regression analyses revealed positive relationships between parental support for PA and student engagement, as well as positive relationships between students’ self-efficacy and HE behaviors. Conclusion: Findings indicate that students utilized virtual HE and PA programming and that parent support helped to facilitate engagement in PA and HE behaviors beyond the school setting.