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Developing a Pedagogy of Restorative Physical Education

Michael A. Hemphill, Yongsun Lee, Sarah Ragab, Jeremy Rinker, and Omari L. Dyson

approach. Another review of research shows that TPSR is closely aligned with SEL and has demonstrated the ability to promote equity and inclusion ( Dyson et al., 2020 ). In the United States, research on the TPSR model has often been associated with urban schools characterized by students who are

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Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang

, country, content covered in class, research questions and design, types of methodologies (quantitative, qualitative, or mixed methods), number of participants, participants’ mean age, gender, ethnicity, grades, results, and conclusions. Using the aforementioned preestablished inclusion/exclusion criteria

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Basic Psychological Needs, Motivation, Engagement, and Disaffection in Mexican Students During Physical Education Classes

Jorge Zamarripa, René Rodríguez-Medellín, and Fernándo Otero-Saborido

disaffection might occur. Disaffection is therefore an important source of motivational helplessness in children, which keeps them from succeeding in PE ( Curran & Standage, 2017 ). The main reason for the inclusion of engagement and disaffection in the present study is the conceptualization and

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The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic

Edward B. Olsen, Emi Tsuda, James D. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, and David Labrador

within that diversity. The goal of snowball sampling is to identify participants who meet the inclusion/exclusion criteria for participation and can offer additional contacts who also meet those criteria ( Patton, 2015 ). The participants in this study were all recruited through email. The initial

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“From a Learning Perspective, It’s a Better Way for Them to Learn”: Impact of an Education Program on Two Youth Soccer Coaches’ Perspectives and Practices

Colin S. Barnes and Matthew D. Curtner-Smith

-evaluation skills.  Style E (inclusion) The coach models a task with several levels of difficulty. At the beginning of the practice phase, the players choose the level of difficulty at which they feel most comfortable. During practice, they are encouraged by the coach to evaluate their own performances and decide

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Uncovering What’s Really Important: Using Drawings to Enhance the Dialogue With Students About Physical Education Experiences

Peter A. Hastie, Antonio Calderón, Sheri J. Brock, Claire Mowling, and Ann MacPhail

) SES Experiences of students with disabilities in PE nr Briefly in introduction Explicit No other tasks As triggers to stimulate discussions during focus group interviews Deductive analysis using concepts from inclusion research 3 8 González-Calvo and Gerdin ( 2023 ) SES Representations of PE teacher

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Exploring Blind and Visually Impaired Students’ Views on How to Improve Physical Education

M. Ally Keene, Justin A. Haegele, Lindsay E. Ball, Lindsey A. Nowland, and Xihe Zhu

-related state educational organizations, parent organizations, and national organizations throughout the United States publicized information about the study protocols and inclusion criteria through email listservs and social media. The email invitations and social media posts contained the purpose, time

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Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education

Cassandra Iannucci, Cameron van der Smee, and Melissa Parker

. A key insight gained from this collective body of literature is that for teachers to credibly enact student voice requires engaging in ways that consider authenticity (implementing student voice for the right reasons), inclusion (incorporating the voices of all students), and power (a decentering of

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Martial Arts and Combat Sports for Youth: A 10-Year Scoping Review

Alba Iara Cae Rodrigues, Risto Marttinen, and Dominique Banville

-Analyses for scoping review (PRISMA-ScR) guidelines ( Peters et al., 2020 ). Our inclusion criteria consisted of peer-reviewed, empirical, research articles on MA&CS with a pedagogical focus. Articles were included if they were written in English or Portuguese (Portuguese was included because it is the native

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Impact of Embedding High-Intensity Interval Training in Schools and Sports Training on Children and Adolescent’s Cardiometabolic Health and Health-Related Fitness: Systematic Review and Meta-Analysis

Narelle Eather, Mark Babic, Nicholas Riley, Sarah A. Costigan, and David R. Lubans

for Inclusion/Exclusion The following eligibility criteria was applied: (a) Population: School-aged children and adolescents (i.e., 5–18 years) in the general population (excluding studies involving special health populations such as clinically obese, subjects with mental illness etc.); (b