, and tertiary education, and in different subject areas such as mathematics ( Benavides-Varela et al., 2020 ), music ( Crawford, 2017 ), language ( Parmaxi, 2020 ), and geography ( Adedokun-Shittu et al., 2020 ). Yet, in the field of physical education (PE), only recently has there been an engagement
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Technology-Enhanced Learning Physical Education? A Critical Review of the Literature
Julia Sargent and Antonio Calderón
Physical Education Teachers and Their Attitudes Toward Change: Implementation of the New Horizon Educational Reform
Sima Zach and Varda Inglis
The New Horizon (“Ofek Hadash” in Hebrew) educational reform agreement was signed between the Israeli government and the Teachers’ Union in 2008. The purposes of the educational reform document were (a) to improve students’ achievements, (b) to provide fair recompense to teachers, and (c) to strengthen teachers’ status in society. Research goals were to clarify the ways in which New Horizon was implemented among physical education (PE) teachers, and to examine their attitudes toward the reform and to the changes entailed in implementing it. A survey questionnaire was completed by 381 PE teachers. The study participants reported that changes were positive following the implementation of the reform.
Chapter 1 Setting the Stage: Coordinated Approaches to School Health and Physical Education
Steven H. Kelder, Grace Goc Karp, Philip W. Scruggs, and Helen Brown
Is there anything more important than the health, well-being and education of a nation’s children? This paper takes the position that school is the most important place to educate children about health and to develop lifelong health promoting skills. We believe that health promotion programs and activities are integral to the school’s educational program, not as extracurricular, but as central to school’s educational mission. In this chapter, we highlight the importance of physical education and physical activity as key components of a well-designed coordinated school health program. We also outline the skills that PE teachers must learn to take a leadership role in the school health movement.
Facilitators and Barriers to Adopting Evidence-Based Physical Education in Elementary Schools
Monica A.F. Lounsbery, Thomas L. McKenzie, Stewart Trost, and Nicole J. Smith
Background:
Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts.
Methods:
Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses.
Results:
Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school’s PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity.
Conclusions:
To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal’s knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
Succeed Together or Fail Alone: Going From Good to Great in Physical Education
Todd R. Pennington, Keven A. Prusak, and Carol Wilkinson
“What we have is a systemic failure —one that involves the relationship of physical education programs in public schools with teacher preparation in higher education.”(Siedentop & Locke, 1997). This assessment led Prusak, Pennington, Vincent-Graser, Beighle, and Morgan (2010) to an examination of a school district that seemed to have achieved Systemic Success in PE (SSPE). The authors sought to understand SSPE’s history from conception to institutionalization. This three-year, qualitative, follow-up study was conducted using Collins’ (2001) framework from Good to Great: Why Some Companies Make the Leap… and Others Don’t.
Making this examination from a business sector perspective provides an insightful look into the making of SSPE. Results of this study provide evidence that while social sector organizations (such as education) share much in common with business sector companies, there are distinct and fascinating differences. Collins’ (2001) framework is both confirmed and extended in this study. Findings also provide a means for PE practitioners and PETE programs to accomplish what Siedentop and Locke (1997) hoped for—to succeed together.
Teaching Physical Education Post-COVID-19: Curriculum, Instruction, and Assessment
Xiaoping Fan, Sheri M. Treadwell, Taemin Ha, and Catherine Cardina
well-being of young people, but also on their education. Due to the pandemic, educators worldwide had to switch to online and hybrid teaching formats for the 2020 school year and, in many cases, for the entire 2020–2021 school year. In physical education, this situation meant that students were either
California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram
Robert H. Ferguson, Xiaofen D. Keating, Dwan M. Bridges, Jianmin Guan, and Li Chen
This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.
The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction
Sung Hyeon Cheon, Johnmarshall Reeve, Tae Ho Yu, and Hue Ryen Jang
Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.
The Nature and Scope of the History of Physical Education and Sport
Uriel Simri
Validation of a Common Content Knowledge Test for Hiking and Camping
Mert Bilgiç, Alkan Uğurlu, Erhan Devrilmez, Fatih Dervent, and Phillip Ward
been proposed by Ball et al. ( 2008 ) who classified CK into two domains: common content knowledge (CCK) and specialized content knowledge (SCK) in mathematics. In physical education, Ward ( 2009 ) further classified movement-focused CCK and SCK into subdomains proposing that CCK is the knowledge of
