Background/Purpose: This aspect of this study examined physical education teacher education (PETE) program coordinators’ perspectives on their role in student recruitment, including common recruitment strategies and their effectiveness, perceived barriers to engaging in program recruitment, and commonly used marketing strategies. Method: Data were collected from 175 PETE program coordinators through the online survey described fully in Chapter 4 of this monograph. Data were analyzed using descriptive statistics, Pearson’s correlation coefficients, and one-way analyses of variance. Results: Strategies perceived as effective in recruiting high school students were moderately associated with those most often implemented (r = .46–.50). Some limited differences by Carnegie level were found related to reported barriers to participation in recruitment activities. Discussion/Conclusion: This study reveals general consistency between PETE coordinators’ perceptions of the most effective and frequently used recruitment strategies to attract students into PETE initial licensure programs. Strategies, barriers, and suggested future directions align with much of the PETE recruitment literature.
Suzan F. Ayers and Amelia Mays Woods
A systematic management program is often needed to control student behavior or elicit their optimum level of performance. One management system that is beginning to receive attention in physical education is the application of physical activity reinforcement (McKenzie, 1979; Siedentop, 1983). This system of reinforcement is defined as a systematic procedure in which a structured time to choose among various physical education activities is contingent on the individual’s meeting a predetermined criterion of behavior. The following discussion of the research conducted on program strategies and benefits utilizing physical activity reinforcement will enable practitioners to incorporate such a management system into their physical education program.
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley and Mirka Koro-Ljungberg
, with only one element in Standard 6 focusing on PETE candidates gaining knowledge about expanded PA programming strategies. To our knowledge, this is the first attempt to explore current practice relative to CSPAP preparation in PETE programs in the United States. Given the increasing emphasis on
Zachary Wahl-Alexander, Matthew D. Curtner-Smith and Oleg A. Sinelnikov
workshop session was approximately four hours in duration with short breaks after each hour. The first author delivered the training program. Strategies that were employed during the training program were drawn from the literature on effective professional development ( Alexander & Taggart, 1995 ; Armour
Alison B. Pritchard Orr, Kathy Keiver, Chris P. Bertram and Sterling Clarren
achievements and strengths ( BC Ministry of Education, 2017 ). These tenets were paramount in the FAST Club programming strategy. Therefore, FAST Club was developed as an individualized PA program based on each child’s PA strengths and personalized activity choices. Program Design The Bruininks–Oseretsky Test