. Although a few curriculum reforms were attempted since 1964, none has been successful enough in alleviating the curriculum crisis in K–12 physical education ( Park, 2017 ). Curriculum Evolution and Its Current Crisis Physical education is a unique content in K–12 schools. It started as a formal content for
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Nate McCaughtry, Jeffrey Martin, Pamela Hodges Kulinna, and Donetta Cothran
This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.
Thomas R. George, Armin A. Marquez, Cassandra J. Coble, and Antonio S. Williams
“hybrid” of the other three majors in the school and lacked its own distinct identity. Taken together, all these issues prompted the Health and Fitness faculty to pursue curriculum reform yet again. Several specific goals directed faculty efforts in the second curriculum reform. First, faculty wanted to
Darla M. Castelli and Ang Chen
A large body of Catherine Ennis’s work is focused on physical education curriculum development. Her approach to curriculum development is unique in that it is completely based on research evidence. The curricula she developed have been field-tested and the completed curriculum is supported with solid research evidence to demonstrate its efficacy in student learning and teacher ease of use. The purpose of this article is to provide an overview and explore opportunities to continue large-scale physical education curriculum intervention studies. The authors first provide a brief review of previous intervention studies by summarizing the findings and discussing implications. They then discuss potential future intervention studies by presenting several topics that are being explored by researchers in current interventions. Finally, they focus on methodology issues involved in designing effective curriculum intervention studies with the idea of adaptive designs as variations of the randomized clinical trial design.
Qiao Zhu, Hejun Shen, and Ang Chen
, we argue that a coherent curriculum is a powerful avenue through which teachers’ value orientations may be transformed with the curriculum reform. In other words, incongruent value orientations might become a facilitator for rather than a prohibitor to curriculum reform. Future research is needed to
Karel Frömel, Josef Mitáš, and Catrine Tudor-Locke
excluded from this study as they were considered not to be representative of the more general Czech adolescent population. During the study period of 2009–2018, no secondary school curriculum reforms were implemented, and it was common in the weekly school program for students to participate in 2 PE
Kasper Salin, Mikko Huhtiniemi, Anthony Watt, Harto Hakonen, and Timo Jaakkola
, Huhtieniemi M . Physical education in Finland—after curriculum reform 2016 . In: Popovic S , Antala B , Gardasevic J , eds. Physical Education in Secondary School. Researches—Best practices—Situation . Niksic, Montenegro : Federation Internationale D’Education Physique ; 2018 : 329 – 334 . 39
Melinda A. Solmon
continues to dominate physical education programs and how that leads to disengagement and alienation. In the final section of the paper, I present approaches that have yielded success and other possibilities, highlighting her passionate arguments for change and curriculum reform that are needed to sustain
Donal Howley and Mary O’Sullivan
his own teaching of Gaeilge, Mr. Green reckoned that other teachers “would be very open” to student voice, as they “want to get the best for students.” In contrast, the TR believed that, while teachers and schools had “the best of intentions” in implementing student voice as part of curriculum reform
Dean Barker, Mikael Quennerstedt, Anna Johansson, and Peter Korp
physically active, and enhancing social relations ( Larsson & Karlefors, 2015 ; Larsson & Quennerstedt, 2016 ). Since the last curriculum reform in 2011, there has also been a strong focus on assessment and grades, which has put aspects of movement complexity in a variety of activities in the foreground
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