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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

(PE) or PA, rather than a discipline-specific specialist. The National Association for the Education of Young Children (NAEYC) standards delineate that preschool teachers are expected to “understand content knowledge and resources in PA [and] PE” ( NAEYC, 2011 , p. 36). The Head Start Learning

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Daniel Milton, Paul R. Appleton, Anna Bryant and Joan L. Duda

Despite the many benefits of physical education (PE), not all pupils have an empowering experience in PE. For example, 35% of Welsh children do not enjoy school sport and PE ( Sport Wales, 2015 ). Over 20 years of research confirms that a key determinant of the quality of a pupil’s experience in PE

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Kasper Salin, Mikko Huhtiniemi, Anthony Watt, Harto Hakonen and Timo Jaakkola

in different activities as follows: free-play indoors (12.1 min), organized PA indoors (9.2 min), free-play outdoors (12.7 min), and organized PA outdoors (5.7 min). 17 Previous research has shown that during school physical education (PE) classes, the mean proportion of time spent in MVPA is 40

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Rosalie Coolkens, Phillip Ward, Jan Seghers and Peter Iserbyt

PA 12 , 13 and to be physically educated by an expert. 10 The promotion of a physically active lifestyle is therefore considered to be a universal goal of PE in many countries. 14 However, as PE alone is not sufficient for children to achieve MVPA guidelines, 15 the question arises as to how PE

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Chunxiao Li, Ngai Kiu Wong, Raymond K.W. Sum and Chung Wah Yu

inclusive physical education (PE; Li, Wang, Block, Sum, & Wu, 2018 ). Research has shown that successful participation in inclusive PE is critical for students with ASD to acquire developmentally appropriate social, communicative, and behavioral outcomes ( Lang et al., 2010 ). Teachers’ Attitudes Physical

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Emily E. Kruithof, Spencer A. Thomas and Patricia Tripp

A 19-year-old college football wide receiver (height: 193 cm, mass: 94 kg) reported sudden onset medial pain in his right knee during practice. Diagnostic imaging revealed medial femoral condyle osteochondral defects with loose bodies and a grade I medial collateral sprain (MCL). The medical and therapeutic intervention included arthroscopic microfracture, chondroplasty, loose body removal, and a 6-month rehabilitation program that included the use of blood flow restriction therapy. Current evidence estimates a 7–11-month recovery following microfracture surgery for the management of articular cartilage lesions, with a return-to-sport rate of only 50–60%.

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Kim M. Samson, Michelle A. Sandrey and Allison Hetrick

Column-editor : R. Barry Dale

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Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John and Katherine B. Gunter

intervention to increase children’s PA levels. 2 , 12 , 13 CSPAP interventions are multicomponent and include (1) physical education (PE), (2) PA before and after school, (3) PA during school [eg, recess, classroom-based PA (CBPA) breaks], (4) family and community engagement, and (5) school staff involvement

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Jeroen Koekoek and Annelies Knoppers

Work in groups is often an integral part of physical education (PE) lessons, regardless of teaching and/or educational philosophies. Learning through group work is a multidimensional practice that generates a variety of ways in what and how children learn ( Barker, Quennersted, & Annerstedt, 2015

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Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro

studies have indicated that pre- and in-service physical education (PE) teachers do not feel sufficiently prepared to incorporate technology into their classroom in meaningful ways ( Gibbone, Rukavia, & Silverman, 2010 ; Juniu, Shonfeld, & Ganot, 2013 ). Although these findings highlight the importance