implementation of online learning was particularly problematic to the area of physical education (PE; Varea et al., 2022 ). As a school subject, PE has been historically characterized by its practical and experiential nature ( Kirk, 2010 ). The delivery of PE usually involves movement, group activities
Search Results
Physical Education Teachers’ Experiences of Nurturing a Community of Practice Online
Heidi J. Ferreira, Luiza Gonçalves, and Melissa Parker
Is Participation in Physical Education Classes Related to Physical Activity and Sedentary Behavior? A Systematic Review
Diego Júnio da Silva, Arthur Oliveira Barbosa, Valter Cordeiro Barbosa Filho, and José Cazuza de Farias Júnior
promotion, protection, and cultivation of health, contributing to the well-being and development of socio-emotional skills, cognitive skills, and healthy habits in schoolchildren. In this respect, as a curricular component of basic education, physical education (PE) is also committed to participating in the
Planning and Pedagogical Considerations for Teaching Children With Autism Spectrum Disorder in Physical Education
Andrew Sortwell, Bastian Carter-Thuillier, Ferman Konukman, Kate O’Brien, Soukaina Hattabi, and Kevin Trimble
; Yamamoto, 2021 ). Comprehension difficulties can also occur in physical education (PE), for example, seeing the isolated parts of a skill that make a whole, knowing how to apply the skill in various settings and with different people, and being motivated to try when a situation or the environment is
Gender-Biased Communication in Physical Education
Julia A. Valley and Kim C. Graber
Purpose:
This study examined physical education teachers’ awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how teachers are influenced to adopt gender equitable behaviors in the physical education context.
Method:
A multiple-case study approach was used to provide an in-depth analysis of the attitudes and behaviors of four physical education teachers from four different schools. Teachers were formally and informally interviewed before, during, and after four extensive two-week periods of observations that included being audio recorded throughout the school day.
Results:
Themes emerged across the cases indicating that teachers engaged in teaching practices that reinforced gender stereotypes through biased language and gender segregation.
Discussion/Conclusion:
Teachers’ lack of awareness and understanding of gender equity prevented them from providing an inclusive learning experience for all students.
Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective
Xiaolu Liu, Xiaofen D. Hamilton, Rulan Shangguan, Jingwen Liu, Sarah J. Wall, and Richard Guerra
Student health-related fitness education is an essential component of K–12 physical education (PE) programs, based on the third National Standard for PE, “the physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity
Issues and Perspectives on Gender in Physical Education
Jepkorir Rose Cheypator-Thomson, JeongAe You, and Brent Hardin
The passage of Title IX in 1972 in the United States marked the initiation of research agendas, development of curricular programs, creation of pedagogy, and development of environments that address the needs of both women and men equally in educational settings. The purpose of this research was to determine how gender has been studied in extant literature in physical education. In particular, the intent of this research examination was to analyze the extent to which the concept of gender has been addressed in mainstream United States-based (US-based) journals in physical education. The liberal feministic theory guided this research investigation. Data collection involved the selection of five research, theory, and practice-based journals in physical education. Constant comparison method was used to analysis the data for the purpose of determining the themes that emerged from the literature (Goetz & LeCompte, 1984). The findings of the study revealed several perspectives related to gender in physical education. Three major themes emerged from examining the literature and they include program-centered, participation-based, and workplace-connected perspectives as related to occurrences in physical education environments.
Physical Education Access in U.S. Public Schools: A Multistate, Multiregion Study
Ben D. Kern, Wesley J. Wilson, Chad Killian, Hans van der Mars, Kelly Simonton, David Woo, and Tristan Wallhead
Throughout its history in the United States, school-based physical education (PE) has undergone several major shifts regarding what and how students learn through PE instruction/participation. These shifts have largely been the result of changes in societal priorities such as the mid to late 19th
Polish Children’s Perception and Understanding of Physical Education and School Sports
Stanislaw H. Czyz and Abel L. Toriola
A worldwide survey by Hardman and Marshall (2001) indicated a decline in the state and status of Physical Education (PE) in many countries. Using a modified Physical Education and School Sport (PESS) questionnaire (Bailey and Dismore, 2005), we examined age and gender differences in the perception and value orientation of PESS among 285 children in South-West Poland. Data analysis yielded marked age and gender differences with respect to feelings about PESS, its importance relative to other school subjects and development of social skills. Children’s responses were categorized as physical, cognitive, social, affective, lifestyle and environmental based on the outcomes and benefits of PESS (Bailey, 2006). The children attributed their positive feelings toward PESS and favorite part of PESS to the physical domain. This finding was consistent across age and gender categories, except that a tendency toward decline in the importance of the physical domain was found among older children. The need for learners’ value orientation to be considered by teachers and curriculum developers to design and implement quality PESS programs is discussed.
What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers
Keejoon Yoon, Sunghae Park, and Hyunwoo Jung
, 2002 , p. 4). Over the last two decades, CoPs have come to be regarded as one of the most effective means for facilitating professional learning among physical education (PE) teachers ( MacPhail et al., 2014 ; Parker et al., 2022 ). To date, various types of PE-CoPs have been established with the goal
An Analysis of State Physical Education Policies
Bryan A. McCullick, Thomas Baker, Phillip D. Tomporowski, Thomas J. Templin, Karen Lux, and Tiffany Isaac
The purpose of this study was to analyze state school-based physical education (SBPE) policies’ text and the resulting legal implications. A textualist approach to the legal method of Statutory Interpretation framed the data analysis. Findings revealed the difficulty of determining with clarity a majority of PE statutes and it is probable that based on current wording, courts could not play a role in interpreting these statutes, thus leaving interpretation to educational authorities. Significant variability of how authorities interpret statutes increases the challenge of consistent interpretation or adherence to the NASPE Guidelines for Quality Physical Education and whether meaningful policy study can be conducted to determine if SBPE makes an impact.
