Purpose: Common and specialized content knowledge (CCK and SCK) and performance are requirements in the Society of Health and Physical Educators America initial physical education teacher education (PETE) standards, yet relationships among these requirements are unclear. The authors examined relationships among CCK, SCK, and performance. Method: A total of 127 students were recruited from basic instruction courses (non-PETE majors; n = 51) in which they were taught how to perform a sport and PETE major courses (PETE majors; n = 76) and a sport and SCK. Pre- and posttests on CCK, SCK, and performance were conducted in volleyball, basketball, badminton, and tennis. Results: No relationships among three measures were found. The non-PETE majors improved their scores in CCK and performance, whereas the PETE majors improved their scores in all three measures (CCK, p < .001–.002; SCK, p = 001–.002; and performance, p < .001–.006). Discussion/Conclusion: Teaching CCK, SCK, and performance is essential for the professional development of teachers as improving one does not appear to improve another. The study also demonstrates that CCK, SCK, and performance can be taught together within a course.
Emi Tsuda, Phillip Ward, Yilin Li, Kelsey Higginson, Kyuil Cho, Yaohui He and Jianzhen Su
Emily M. Jones, Andrea R. Taliaferro, Eloise M. Elliott, Sean M. Bulger, Alfgeir L. Kristjansson, William Neal and Ishonté Allar
Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A multicomponent needs assessment was conducted, including 11 school site visits with interviews with school personnel, physical space audits, and self-reported professional development, curricular, and equipment/resource needs. Data were summarized into case narratives describing context, space/facilities, and school assets/needs. Member checks verified the accuracy of narratives and inductive cross-case analysis was used to explore emergent themes. Six themes emerged: Leadership/Capacity Building, PA Access and Opportunities, Physical Education/PA Equipment and Resources, Physical Fitness Data Management and Reporting, Equity and Access to Safe and Usable Play Spaces, and Community Connections. Results support the feasibility of CSPAPs in rural communities and provide insight to factors influencing CSPAP. This study provides a framework for schools considering the development of CSPAP.
Rachel A. Jones, Annaleise Riethmuller, Kylie Hesketh, Jillian Trezise, Marijka Batterham and Anthony D. Okely
The aim of this study was to assess the feasibility, acceptability and potential efficacy of a physical activity program for preschool children. A 20-week, 2-arm parallel cluster randomized controlled pilot trial was conducted. The intervention comprised structured activities for children and professional development for staff. The control group participated in usual care activities, which included designated inside and outside playtime. Primary outcomes were movement skill development and objectively measured physical activity. At follow-up, compared with children in the control group, children in the intervention group showed greater improvements in movement skill proficiency, with this improvement statically significant for overall movement skill development (adjust diff. = 2.08, 95% CI 0.76, 3.40; Cohen’s d = 0.47) and significantly greater increases in objectively measured physical activity (counts per minute) during the preschool day (adjust diff. = 110.5, 95% CI 33.6, 187.3; Cohen’s d = 0.46). This study demonstrates that a physical activity program implemented by staff within a preschool setting is feasible, acceptable and potentially efficacious.
Christine Kimber, Eydie Abercrombie, Jacqueline N. Epping, LeeAnn Mordecai, Jimmy Newkirk Jr. and Michael Ray
Physical activity has emerged as a distinct area of public health practice. As this field evolved, the need for a professional organization for physical activity practitioners in public health became evident. A collaboration of several existing public health professional organizations formed to address this new area of public health practice. The collaboration laid the foundation to establish a professional organization. National Association of Physical Activity Practitioners in Public Health (NSPAPPH) was launched in April 2006. NSPAPPH accomplishments to date include convening a national meeting of physical activity practitioners, conducting strategic planning, adopting bylaws and core competencies for professional practice, developing a website and electronic newsletter, and establishing training opportunities for practitioners.
Future plans for NSPAPPH include development of a professional certification for physical activity practitioners in public health; enhancement of training and professional development opportunities; recruitment of members from national, tribal, state, and local organizations working in public and private sectors; publications of journal articles, reports, and issue briefs; and development of a policy agenda. Implementing these plans will serve to strengthen public health infrastructure for physical activity, thus improving the physical activity behaviors of Americans and the health of the nation.
NATA Cultural Competence Work Group, a collaboration between members of the NATA Ethnic Diversity Advisory Committee, LGBTQ+ Advisory Committee and NATA Executive Committee for Education, along with members from the Professional Education Committee and Professional Development Committee, worked
Danae Dinkel, Dipti Dev, Yage Guo, Emily Hulse, Zainab Rida, Ami Sedani and Brian Coyle
, parachutes, activity mats) based on their needs. Annual in-service/professional development opportunities were provided for trainers in the summer of 2015 and 2016. Measures To address physical activity environments, 2 of the 5 Go NAP SACC sections were assessed: the Infant and Child Physical Activity
Amparo Escartí, Ramon Llopis-Goig and Paul M. Wright
school. Teachers were then invited to participate in a professional development course on the TPSR model and implement the model with their classes throughout the school year. In the study, seven voluntary teachers participated, four women and three men, aged 28 to 62 years ( M = 42.8), with 6 to 36
Robin S. Vealey, Nick Galli and Robert J. Harmison
exam, and even prouder to earn my recertification by meeting the standard of competence required of a CMPC. Our other reframing suggestion for current certificants is to embrace the opportunity that these new requirements provide to engage in professional development and increased competence. We have
Julia Walsh and Fraser Carson
umbrella. Signature pedagogies are being discussed and explored in a number of disciplines and becoming commonplace in education of professions while explicit examples can be observed in teacher education ( Eaton, Wagner, Hirashiki, & Ciancio, 2018 ), teacher professional development ( Parker, Patton, & O
Gabriella M. McLoughlin, Kim C. Graber, Amelia M. Woods, Tom Templin, Mike Metzler and Naiman A. Khan
such as yoga and circuit training (taught by other teachers), and every week teachers participate in a group physical activity during professional development. Finally, classroom physical activity breaks are regularly incorporated into the class schedule and include videos (i.e., online dance), teacher