counterparts ( Laureano et al., 2014 ), often experience marginalization ( Wilson & Richards, 2020 ), which can include large caseloads, limited equipment and facilities, and an unsupportive school culture ( Hodge & Akuffo, 2007 ; Holland & Haegele, 2020 ; Obrusnikova & Kelly, 2009 ). Furthermore, general
Search Results
Adapted Physical Educators’ Experiences With School Administration and Marginalization
Scott W.T. McNamara, Kevin Andrew Richards, Alyssa M. Trad, Sarena Abdallah, and Lauren Hill
Assessing Student Ratings of Developmental Experiences in a High School Physical Education Leadership Program
Paul M. Wright, Kevin Andrews Richards, and James D. Ressler
leadership programs to provide empowering, positive developmental experiences for the PE leaders, little research has been conducted on these topics ( Ressler & Rodriguez, 2020 ). It is important to develop best practice in this area guided by an understanding of what PE leaders learn and experience in such
Understanding How Preservice Teachers Interpret Early Field Experiences at the Secondary Level
Nicholas S. Washburn, Karen Lux Gaudreault, Christopher Mellor, Caitlin R. Olive, and Adriana Lucero
Early field experiences (EFEs) are an integral component in teacher education because they offer preservice teachers (PTs) authentic and practical opportunities to implement a myriad of appropriate practices in their schools, learned during methods courses ( Graber et al., 2017 ). In addition to
Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls
Peter Stoepker, Duke Biber, and Jaimie McMullen
engagement while also serving as barriers to engagement if they do not listen to student needs, respect students, or tailor programming to student input ( Dubuc et al., 2021 ). It is evident that PA leaders may have a meaningful impact on participants’ experiences. Due to the specific skill set and training
Graduate Teaching Assistants’ Experiences Teaching Physical Education at a Youth Development Center
Cory E. Dixon, Jared A. Russell, and Peter A. Hastie
). Implications of such research propose that PETE programs implement more of these experiences ( Meaney et al., 2011 ). Also, preservice teachers experienced increased content knowledge, learned techniques for protocols, and developed consciousness of cultural competence during a service-learning project at a
School–University Partnered Before-School Physical Activity Program: Experiences of Preservice Teachers, Program Facilitators, and Students
Tan Leng Goh
on CSPAPs through coursework, assistantships, and practical experiences to prepare them to promote CSPAPs as future teacher educators ( Brusseau, 2017 ). Service Learning Within PETE Service learning is a form of experiential learning that integrates academic instruction and community service that
Perception of Boredom in Physical Education Lessons: What Factors Are Associated With Students’ Boredom Experiences?
Chiew Min Lye and Masato Kawabata
. Students who frequently experience negative emotions are likely to exhibit low levels of cognitive engagement and high levels of off-task behaviors. Negative emotions, such as boredom or hopeless promote task-irrelevant thinking and undermine attention and concentration ( Pekrun et al., 2018
Experiences and Perspectives of College Students With Disabilities Toward Integrated Physical Education in South Korea
Seo Hee Lee and Samuel R. Hodge
(self-contained) special education classes because they lack experience in teaching students with disabilities in an integrated physical education class ( Oh & Lee, 2010 ; Park & Kim, 2011 ). As a result of these actions, many students with disabilities do not have opportunities to participate in
Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden
Petter Wiklander, Andreas Fröberg, and Suzanne Lundvall
additionally explores their experiences of teaching about SD in the context of Swedish PE. Education for SD To frame the Agenda 2030 in an educational context, the concept of education for SD (ESD) is critical, as education is both a goal (SDG #4 Quality education) and a means for attaining all the remaining
Workplace Experiences of Adapted Physical Educators: A Comparison of Educators With and Without National Certification
Wesley J. Wilson, Steven K. Holland, Justin A. Haegele, and K. Andrew R. Richards
); (b) 12 semester hours focusing on educational needs of students with disabilities, with nine of those hours being specific to APE; (c) a minimum of 150 hr of practicum experience; and (d) completion of a teacher education program that is based on state or national APE standards. To build upon these
