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Ali Brian, Adam Pennell, Ryan Sacko and Michaela Schenkelburg

Most early childhood centers charge preschool teachers with delivering gross motor skill content and providing physical activity (PA) opportunities to children. Little is known regarding preschool teachers’ background and confidence and the extent to which centers meet the Active Start Guidelines (ASGs) for PA. Preschool teachers (N = 102) completed an exploratory survey and the Self-Perception Profile for Adults Athletic Competence subscale. Eighty-eight percent possessed no formal background in physical education (PE)/PA, while most teachers (77%) were not aware of the ASGs. Most participants (92%) reported that they do not provide daily, teacher-led PE/PA programming, and less than half (47%) provided at least 60 min of daily free play. Preschool teachers were found to have below average perceived motor competence. Recommendations are provided for preservice teacher training programs, policymakers, as well as professional development of in-service teachers.

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Chad M. Killian and Amelia Mays Woods

added field time for preservice teachers and to promote an active-learning approach. The documented positive impact that flipped instruction can have on course structure, student learning, and student perceptions served as rationale for redesigning the course using a flipped model. Course Description

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

orientations research areas. PETE = physical education teacher education. The most developed area in value orientations research to date has been that concerned with descriptions and comparisons of the value orientations prioritized by various groups of in-service teachers, preservice teachers, doctoral

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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

that focused on the perspectives of high school students who were identified as prospective PE recruits or asked preservice teachers to expound on the acculturation experiences that led them to enroll in PETE. In professional socialization studies, participants were enrolled in PETE programs and/or the

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Johannes Raabe, Katrin Schmidt, Johannes Carl and Oliver Höner

.10.022 Perlman , D. ( 2015 ). Assisting preservice teachers toward more motivationally supportive instruction . Journal of Teaching in Physical Education, 34 , 119 – 130 . doi:10.1123/jtpe.2013-0208 10.1123/jtpe.2013-0208 Pulido , J.J. , Sachnez-Oliva , D. , Leo , F.M. , Matos , S. , & Garcia

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Cassandra Sparks, Chris Lonsdale, James Dimmock and Ben Jackson

be aged 11–15 years and enrolled in PE class for the entire year at their respective schools. For teachers to be eligible, it was required that they had recognized teaching credentials (i.e., student–teachers enrolled at a college or university and preservice teachers were ineligible to participate

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Shannon C. Mulhearn, Pamela Hodges Kulinna and Collin Webster

many schools do not use all five components of the CSPAP model (e.g.,  Hunt & Metzler, 2017 ; Russ et al., 2015 ), and stakeholders (e.g., school professionals, preservice teachers, teacher-education faculty) have reported barriers to implementing new PA opportunities in the CSPAP framework (e

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Collin A. Webster, Judith E. Rink, Russell L. Carson, Jongho Moon and Karen Lux Gaudreault

research borne out of the model’s genesis—that reflect the model’s explicit and implicit assumptions. Finally, we introduce a new illustration intended to supplement current graphics of the model in order to increase the alignment of teacher professional development, preservice teacher education

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Peter Hastie

children either struggling or having mastered the set tasks ( Ward, 2013 ). Knowledge of techniques and tactics from a declarative knowledge perspective is known as common content knowledge, and historically, most of the content knowledge development of preservice teachers has focused on this form of

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Stephen Hills, Matthew Walker and Marlene Dixon

diversity awareness inventory: Assessing the sensitivity of preservice teachers . Action in Teacher Education, 12 ( 3 ), 23 – 30 . doi:10.1080/01626620.1990.10734396 10.1080/01626620.1990.10734396 Lyras , A. , & Welty Peachey , J. ( 2011 ). Integrating sport-for-development theory and praxis