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
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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
Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education
Stephanie Beni, Tim Fletcher, and Déirdre Ní Chróinín
Traditional forms of teacher-centered physical education (PE) pedagogy are under scrutiny, having been identified as largely ineffective for students in contemporary times ( Armour & Harris, 2013 ). Kirk ( 2010 ) cautioned that without radical change to PE programs and pedagogies, they would either
Erratum. Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition
Journal of Teaching in Physical Education
of gross motor development level in the association between physical activity and cognition. Journal of Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2023-0173 The name listed for the sixth author was incorrect. The author’s name is Juliana Kain
Erratum. Attributes Contributing to the Use of Technology in School-Based Physical Activity Promotion: A Diffusion of Innovations Approach
Journal of Teaching in Physical Education
Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2024-0052 In Figure 1, the Phase I approach to the research design was incorrectly listed as qualitative instead of quantitative. The article was corrected September 25, 2024.
What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers
Keejoon Yoon, Sunghae Park, and Hyunwoo Jung
, 2002 , p. 4). Over the last two decades, CoPs have come to be regarded as one of the most effective means for facilitating professional learning among physical education (PE) teachers ( MacPhail et al., 2014 ; Parker et al., 2022 ). To date, various types of PE-CoPs have been established with the goal
Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework
Collin A. Webster, Emily D’Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian
The rapid and inexorable worldwide spread of SARS-CoV-2—the coronavirus which causes the disease known as COVID-19—presents physical education professionals with new and unforeseen challenges related to program delivery. Campus closures due to the pandemic created an urgent need, in P–12 schools
Bullying and Physical Education: A Scoping Review
Mengyi Wei and Kim C. Graber
report being bullied in multiple school settings, including classrooms ( Dietrich & Cohen, 2021 ), locker rooms ( O’Connor & Graber, 2014 ), hallways ( Ozada Nazim & Duyan, 2021 ), playgrounds ( Craig et al., 2000 ), and school physical education (PE) classes ( Jiménez-Barbero et al., 2020 ), evidence
