young people early on about not only lifelong activities, but also activities that can be done in groups or alone, at school or at home, informally or formally. The decision of which curriculum to employ in a physical education program is sometimes a difficult one, and the implications can be far
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Eric M. Martin, Scott J. Moorcroft, and Tyler G. Johnson
local coaching education programs to consider curriculum design strategies that provide developers, regardless of location, with a process that is both rigorous yet flexible enough to consider highly individualized local sport contexts when designing a comprehensive program of coach education. Because
Wendy Wheeler and Heather Van Mullem
A 21st century college education should prepare students to meet workforce demands and contribute to an educated citizenry. This challenge can be met through an intentional and coordinated effort to design a kinesiology curriculum that provides students with learning experiences to influence
Nigel Harris, Isaac Warbrick, Denise Atkins, Alain Vandal, Lindsay Plank, and David R. Lubans
considered the cornerstone of school physical activity promotion efforts, but physical activity levels in class do not appear to meet recommendations, perhaps owing to the pressures of covering all curriculum areas in a limited amount of face-to-face time ( 7 – 9 ). High-intensity interval training (HIIT) is
Ang Chen
education (PETE) programs, questioned, “Will PETE survive the 21st century?” ( Templin et al., 2019 , p. 68). Templin et al. further suggested that undervalued K–12 school physical education is one of the primary causes of the PETE crisis. It may not be an exaggeration that the K–12 curriculum is in a
Elizabeth J. Durden-Myers, Nigel R. Green, and Margaret E. Whitehead
situation will be particular to each individual learner. In this section, the influences of each of these schools of thought will be set out in a little more detail before moving into the detailed recommendations concerning pedagogy, content, and curriculum planning. Monism An appreciation of the individual
Nicole Sellars, Christopher Atwater, Christopher Corr, and Christina Martin
( Yiamouyiannis et al., 2013 ). While sport management is commonly associated with the traditional field of business ( Hardy, 1987 ; Jones et al., 2008 ; Stokowski et al., 2022 ), the distinct components that comprise the field of sport management differentiate curriculum development from that of traditional
Pamela Beach, Melanie Perreault, and Leapetswe Malete
experiences in other formats. Reaching a majority of students should therefore be central to discourse on global education, and it is why higher education institutions should be intentional about infusing international and cross-cultural dimensions into the pedagogy and curriculum. Such discourse has been
Jaime R. DeLuca and Jessica Braunstein-Minkove
Experiential learning has become a driving force of universities around the world, and is a crucial part of many sport management programs. This is particularly true given the competitive nature of the field and the rapid changes the industry continuously faces. This work seeks to reexamine the sport management curricula to ensure a progression and evolution toward a superior level of student preparedness for their internship experiences. Through the use of both quantitative and qualitative methods, our major findings recommend a focus on academic, experiential, and professional development. Theoretical and practical implications are discussed along with limitations and directions for further investigation.
Dominique Banville, Risto Marttinen, and Alba Rodrigues
Studies examining children’s experiences of curriculum offerings in physical education (PE) are primarily focused on secondary schools as multiple studies show that students’ attitudes toward PE start to drop around sixth grade ( Silverman, 2017 ). So not surprisingly, the origins of this study
