TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Kinder, C.J., McNamara, S.W.T., Woods, A.M., Mueller, A., Ryba, K., & Richards, K.A. School administrators’ perspectives on and support for physical education. Journal of Teaching in Physical Education
Search Results
Erratum. School Administrators’ Perspectives on and Support for Physical Education
Journal of Teaching in Physical Education
Erratum. Initial Validation of the Teaching Methods Scale in Physical Education
Journal of Teaching in Physical Education
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Leo, F.M., Moreno, A., Llanos-Muñoz, R., Pulido, J.J., & López-Gajardo, M.A. (2024). Initial validation of the teaching methods scale in physical education. Journal of Teaching in Physical Education. Advance
Erratum. A Qualitative Examination of Online Practices During the COVID-19 Pandemic and Observational Preferences Within Physical Education
Journal of Teaching in Physical Education
TO OUR READERS: An error appeared in the following article: Murfay, K., Pyszczynski, S., & Erwin, H. (2024). A qualitative examination of online practices during the COVID-19 pandemic and observational preferences within physical education. Journal of Teaching in Physical Education, 43 (2), 343
Erratum. Gender Differences in Students’ Moderate to Vigorous Physical Activity Levels During Primary School Physical Education Lessons: A Systematic Review and Meta-Analysis
Journal of Teaching in Physical Education
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Arenas, D., Vidal-Conti, J., & Muntaner-Mas, A. (2024). Gender differences in students’ moderate to vigorous physical activity levels during primary school physical education lessons: A systematic review and
Quality and Health-Optimizing Physical Education: Using Assessment at the Health and Education Nexus
Dean Dudley, Victoria Goodyear, and David Baxter
Background:
The United Nations Educational, Cultural and Scientific Organization (UNESCO) recognizes quality physical education (QPE) must, along with physical, social and affective educative goals, seek to improve the health status of youth (UNESCO, 2015). Health-Optimizing Physical Education (HOPE) is a model of physical education (PE) that seeks this goal but is creating much debate in the discipline (Sallis et al., 2012).
Purpose:
The aim of this paper is to present a conceptual assessment framework for QPE and HOPE on which future assessment protocols may be based that serve both health and educative goals.
Methods/Data analysis:
Policy and literature pertaining to QPE and HOPE were reviewed and compared for similarities and differences. This was followed by an analysis of literature on assessment in the health and education disciplines. These analyses provided the authors with the insight to propose a new model of assessment for HOPE models to implement QPE.
Results:
Many similarities exist in the policy of QPE and the published literature on HOPE. However, the measurement model of assessment can often circumvent two important assessment functions for education settings that need to be addressed in a wider QPE and Models-Based Practice (MBP) context. Conclusions: HOPE models were established using an interventionist mindset and are therefore well suited to integrating well-defined MBP pedagogies as appropriate ‘intervening’ strategies by using a clinical approach to teaching and assessment. To date, they have lacked an assessment framework that has been capable of addressing both the health and educative goals that both HOPE and MBP seek to achieve. This paper provides new insight by reimagining the role MBPs and assessment practices have to play in the health and education nexus.
Are Gender Stereotypes Still Prevalent in Physical Education? Spanish Teachers’ and Students’ Beliefs and Attitudes Toward Gender Equity
Marina Castro-García, Carmen Barquero-Ruiz, and Cristina López-Villar
women’s sports participation, the end of gender discrimination in sports and physical education has not been achieved ( Scraton, 2018 ). Some of the issues detected and studied during the last decades (e.g., Dewar, 1986 ; Vertinsky, 1992 ) are still prevalent (e.g., Marttinen et al., 2021 ; Stride
Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education
Cassandra Iannucci, Cameron van der Smee, and Melissa Parker
pushing for classrooms to become more democratic spaces where collaboration and cooperation become normalized, and students are actively involved in decisions on curriculum, assessment, and organizational processes ( Hytten, 2017 ). In the field of physical education, there has been a notable increase in
Student Voice in Primary Physical Education: A 30-Year Scoping Review of Literature
Cassandra Iannucci and Melissa Parker
different from how curricula, such as physical education, are constructed, and how those curricula are taught affects children’s learning in classrooms ( Dewey, 1902/2011 ). Nearly 100 years later, Williams and Woodhouse ( 1996 ) noted that children’s views were a neglected dimension of research on
Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review
Fei Wu, Ashley Phelps, Michael Hodges, Xin Zhang, Xiaofen D. Keating, and Yiqiong Zhang
Preservice physical education teacher (PPET) preparation programs are said to be one of the largest contributors to the quality of K–12 physical education ( Bechtel & O’Sullivan, 2007 ; Chróinín et al., 2018 ; Darling-Hammond et al., 2005 ; Oliver et al., 2013 ; Standal & Moe, 2013
Validity of Synchronous Online Physical Education Amidst COVID-19 Pandemic
Janet S. Mariano and Luisito S. Macapagal
value and benefits of participating in moderate and vigorous PAs to achieve and develop overall wellness should be provided to university students. Additionally, more initiatives to raise the PA of university students should be made available, such as participation in online physical education classes
