on children’s PA during the COVID-19 pandemic. As an often less prioritized subject area ( Kougioumtzis, Patriksson, & Stråhlman, 2011 ), planning and implementing PE during this pandemic most likely fell to the PE teachers themselves. Though eager to deliver positive experiences, PE teachers
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Physical Education Teachers’ Experiences With Remote Instruction During the Initial Phase of the COVID-19 Pandemic
Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
Expertise, Experience, and Effectiveness
Daryl Siedentop and Eitan Eldar
Implementation and Effectiveness of a CSPAP-Informed, Online Secondary Methods Course With Virtual Field Experiences During the COVID-19 Pandemic
Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin
-person, into fully online or hybrid formats ( O’Brien et al., 2020 ). Exacerbating this challenge are obstacles specific to any course that normally includes field experiences, such as those conducted in local schools and other community-based settings. Even before the current pandemic, the logistics involved
Dearborn SHINES During the COVID-19 Pandemic: Youth Experiences and Outcomes With Virtual Physical Activity and Healthy Eating Programming
Jeanne Barcelona, Erin Centeio, Paige Arvidson, and Kowsar Hijazi
of questions that were specific to the online experience itself and valuing the D-SHINES program and activities. Questions were adapted from the expectancy value questionnaire ( Xiang, McBride, Guan, & Solmon, 2003 ) and had been adapted previously for a similar program in a face-to-face environment
Providing Support to First-Year Graduate Teaching Assistants: What Do They Really Need?
Sheri J. Brock, Brenna Cosgrove Miller, Nikki Hollett, Jessica R. Grimes, and Michele Moore
support existing programs, creating a win–win scenario ( Brock et al., 2016 ). Hiring GTAs controls costs and benefits GTAs by funding their education while they are gaining teaching experience as many aspire to a future in academia ( Boman, 2013 ; Parker et al., 2015 ). Brock et al. ( 2018 , p. 348
Achievement Emotions, Intention to Be Physically Active, and Academic Achievement in Physical Education: Gender Differences
Sebastián Fierro-Suero, Pedro Sáenz-López, José Carmona-Márquez, and Bartolomé J. Almagro
Physical education (PE) plays a fundamental role in the development of a lifelong physical activity commitment and in decreasing the dropout rate from this physical activity ( Hulteen et al., 2015 ) as it is the only, or the most important, physical activity experience that most of the students
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
the need for reimagining how teachers receive support as they learn about and implement innovative PE approaches ( Goodyear & Casey, 2015 ). The current research is part of a large-scale project focused on examining the experiences of teachers learning to implement the Meaningful PE approach
Career Transitions: Decision-Making Dynamics Regarding Physical Education Teacher Education Doctoral Program Applications and Entry
Kevin Patton and Melissa Parker
, the perceived professional prestige of the university is also a draw. Still others indicated that individuals sought new challenges and felt teaching in a PETE program was the career for which they were best suited ( Richards et al., 2017 ). Russell ( 2015 ) suggested challenging experiences in school
The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic
Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
experiences of teachers in moving to a remote learning environment and identifying the challenges and facilitators to successful remote instruction is needed to help teachers and other PE professionals design effective learning experiences in the future. Therefore, the purpose of this study was to investigate
Writing Quality Peer Reviews of Research Manuscripts
Phillip Ward, Kim C. Graber, and Hans van der Mars
Peer review is an important mechanism for advancing knowledge in a manner deemed as acceptable by the research community. It can also serve the function of providing guidance to an author(s) to improve the likelihood that manuscripts will be accepted in peer reviewed journals. There is, however, little assistance for new or existing reviewers of journals beyond the guidelines for reviewers that some journals provide. Moreover, reviewers seldom, if ever, receive feedback on their reviews that might help them to provide higher quality reviews in the future. In this paper, we provide specific recommendations for drafting quality and constructive peer reviews of manuscripts. While we point to the Journal of Teaching in Physical Education as an example, our focus is on encouraging quality reviews across all journals in our field. We base our recommendations on empirical reports, recommendations of editors that have been published in the research literature, and our own experiences as reviewers. Examples of recommended and not recommended review elements are also provided.