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Theresa Miyashita

Sport-related concussions have recently been at the forefront of mainstream media, where the attention is now turning to the safety of our young athletes. With the recent rise of concussion lawsuits, coaches need to know concussion basics to protect their athletes and themselves. What we know about concussions has evolved, and it is critical that coaches understand these changes and how they impact the management of their teams’ injuries. In the absence of medical personnel, coaches are responsible for removing athletes from play if they have potentially sustained a concussion. Coaches must therefore understand the different mechanisms of injury, signs and symptoms, and the protocol to follow if they believe their athlete has sustained a concussion.

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Hannah G. Calvert, Matthew T. Mahar, Brian Flay and Lindsey Turner

unstructured PA can occur throughout the school day. Physical education (PE) is structured, utilizing purposeful learning objectives and curricular standards to educate students about movement, fitness, and health. 14 Recess, which is often unstructured, allocates time for free play and social growth, 15 and

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Monica A.F. Lounsbery, Thomas L. McKenzie, Stewart Trost and Nicole J. Smith


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.


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.


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.


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.

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Nidal M. Shahrour and Hossam Mansour

This research aimed to investigate the Jordanian school students’ attitudes towards Physical Education In Jordanian School, 100 UNRWA schools were recruited from (4) education area in Jordan, 50 students with a total (500) students from 8th -10th grade. Questionnaire was distributed to students the questionnaire with a 5-point Likert-type scale, with 20 items. Mean, SD, & (ANOVA) was utilized to determine the current status of the Attitude for the students, findings showed that the highest score was Item 2, which state that “(PE) is not only beneficial to those who are already in good body conditioning”, The second highest score was Item 16, which said that “During high school years, anybody who is serious about (PE) is not foolish”. The third highest score was Item 11, which the students believed that “Physical exercise is the best way to obtain a youthful looking and agile body.” The fourth highest score was Item 18, in which the students did not believe that “High school would be better without (PE) activities classes.” The fifth highest score was Item 5, in which the students believed that “Physical exercise provides an important relief from the stress of one’s daily life.” Beside of that, the overall mean score for the 20 items was 70.160+3.948 indicating that the students in this study certainly possessed positive ATPEA.

According to the findings of this study the researchers recommend to improve PE experiences and promote positive ATPEA in Jordan school students: (1) Increase students number to involve in motor activities within class and free time (3) Multiple teaching strategies to be applied to meet the needs of diverse learners.

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Jan-Erik Romar and Magnus Ferry

Given the complexity of teachers’ work, the available research on classroom teachers who teach physical education (PE) has presented an interesting landscape. In most European countries, PE is predominantly taught by classroom teachers at the elementary grades (K-6; Hardman, 2005 ; Tsangaridou

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Elin Ekblom-Bak, Örjan Ekblom, Gunnar Andersson, Peter Wallin and Björn Ekblom

is known about the effects of youth PA and cardiovascular risk later in life. 14 Moreover, although physical education (PE) class at least once a week has been and is provided to all Swedish children/adolescents from first grade (7 y) until leaving high school at the age of 16, there is a paucity of

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Terese Wilhelmsen, Marit Sørensen and Ørnulf N. Seippel

What does it take to support inclusion in physical education (PE)? This is an important question given the globalization of the inclusive PE ideology, yet it has received scant attention in previous literature ( Wilhelmsen & Sørensen, 2017 , with the exceptions of Dunn & Dunn, 2006 ; Obrusnikova

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Tim Fletcher, Ken Lodewyk, Katie Glover and Sandra Albione

In February 2015, the Ontario Ministry of Education ( 2015a , 2015b ) released a fully revised health and physical education (H&PE) curriculum for elementary and secondary schools, with implementation in classrooms to begin in September 2015. During times of curriculum change in H&PE, it is

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Yolanda Demetriou, Antje Hebestreit, Anne K. Reimers, Annegret Schlund, Claudia Niessner, Steffen Schmidt, Jonas David Finger, Michael Mutz, Klaus Völker, Lutz Vogt, Alexander Woll and Jens Bucksch

their parents and friends to be physically active. 9 School B+ In primary schools, only about half of the physical education (PE) teachers have university qualifications to teach PE whereas in secondary schools nearly all teachers are professionally educated PE teachers. All schools provide some kind of

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Dawn M. Tladi, Malebogo Monnaatsie, Sheila Shaibu, Gaonyadiwe Sinombe, Gaonyadiwe G. Mokone, Lesego Gabaitiri, Leapetswe Malete and Hubona Omphile

Introduction Physical inactivity is now the fourth leading risk factor of mortality globally. 1 However, very little is known about physical activity (PA) among school-aged Botswana children. Physical education (PE) in Botswana public schools is offered as an optional subject 2 and thus many