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Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach

Risto Marttinen, Brianna Meza, and Sara B. Flory

Purpose: The purpose of this study was to explore how a student-centered curriculum engaged participants in critical analysis of the “female ideal” and to identify perceived barriers to physical activity. Method: Participants were nine fifth and sixth grade Hispanic/Latina or mixed race girls, and two researchers at an urban elementary school in Southern California. Participants met one to two times per week in an after-school program. Data sources included researcher and participant journals, field notes, and semistructured interviews. Trustworthiness and credibility were established through prolonged engagement, member checks, and peer reviewer. Results: Two themes permeated the data. The first theme involved boys acting as a barrier to physical activity. The second theme involved alignment with the ideal female body. Discussion: This study highlights how boys still act as barriers to girls’ physical activity in many school settings, but also identifies how role models for girls have increased girls’ ability to critically examine media messages.

Open access

Thank You and Welcome

Bryan McCullick

Open access

Don Hellison’s Life and Legacy: Concluding Thoughts

David S. Walsh and Paul M. Wright

Open access

Don Hellison’s Life and Legacy: Introduction to the Special Issue

Paul M. Wright and David Walsh

Don Hellison (1938–2018) was a leader and trailblazer in sport and physical education pedagogy. Early in his career, he was an advocate for humanistic physical education. His engaged approach to scholarship culminated in the development of the Teaching Personal and Social Responsibility (TPSR) model, which is now recognized as a best practice for promoting social and emotional learning in physical education. The TPSR model has also been widely applied in the field of sport-based youth development. This is the introduction to the special issue devoted to Don’s life and legacy. It provides opening comments from the guest editors and a brief overview of the articles in the special issue.

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Exploring Movement Learning in Physical Education Using a Threshold Approach

Dean Barker, Gunn Nyberg, and Hakan Larsson

Purpose: To describe student learning when physical education teacher and students attempted to develop movement capability. Methods: The study reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews, and student diaries with one grade 9 class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds. Results: Results show that (a) a “throw–throw–catch–catch” pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the “wrong” way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons. Discussion/Conclusion: Three issues related to the threshold approach are discussed: student identity and group membership, the process of learning, and the emotional dimensions of movement learning. This study is concluded with reflections on the implications of the results for scholarship.

Open access

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

Jan-Erik Romar and Magnus Ferry

Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

Open access

Can Movement Games Enhance Executive Function in Overweight Children? A Randomized Controlled Trial

Chien-Chih Chou, Kuan-Chou Chen, Mei-Yao Huang, Hsin-Yu Tu, and Chung-Ju Huang

Purpose: This study determines the effect of movement games on executive function among overweight children. Methods: Forty-four overweight children received an intervention of movement games, and 40 overweight children participated in original physical education lessons. An intervention of movement games was conducted three times a week for 8 consecutive weeks. Neuropsychological tasks and the Stroop and determination tests were assessed pre- and postintervention. Results: The results indicated that movement games enhanced the children’s performance in the inhibitory control and attentional function, particularly in the interference tendency condition, whereas no performance improvement was noted in the original physical education lessons. Conclusion: The findings indicate that movement games can be utilized as a useful intervention for improving the attentional and inhibitory problems of overweight children. School authorities should consider incorporating these activities into programs related to physical and health education.

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Erratum: Keating et al. (2017)

In the article by Keating, X.D., Zhou, K., Liu, J., Shangguan, R., Fan, Y., and Harrison, L., “Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review,” in Journal of Teaching in Physical Education, 36, 2,, the author order was incorrectly listed. The online version of this article has been corrected.

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Erratum: Li et al. (2017)

In the article by Li, W., Xiang, P., Chen, Y-J, Xie, X., and Li, Y., “Unit of Analysis: Impact of Silverman and Solmon’s Article on Field-Based Intervention Research in Physical Education in the U.S.A.,” in Journal of Teaching in Physical Education, 36, 2,, the author order was incorrectly listed. The online version of this article has been corrected.

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Erratum: Martínez-López et al. (2017)

In the article by Martínez-López, E.J., Zamora-Aguilera, N., Grao-Cruces, A., and De la Torre-Cruz, M.J., “The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students,” in Journal of Teaching in Physical Education, 36, 2,, the author order was incorrectly listed. The online version of this article has been corrected.