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Daryl Siedentop has been viewed as one of the most influential scholars in the fields of physical education and physical education teacher education. In this article, we examine his epistemological lens, behavior analysis that he used to underpin his research and practice. After an introduction to behavior analysis, we discuss his approach to conducting research, and then we discuss some of his more significant contributions to the fields, providing attention to backstories of his work, what the work was, and how it impacted the fields of physical education and teacher education. Throughout, we use examples to highlight his contributions to the two fields.

Problem-solving is a skill of fundamental importance for populations with developmental delays, and especially for students with Autism Spectrum Disorder (ASD). Training students with ASD to solve ill-defined problems is a challenging objective for educational and therapeutic teams. This is due to the myriad of unpredictable situations presented during the school day and the various responses, socially appropriate or inappropriate, that may be emitted to solve one's problem. The purpose of this paper is to present a systematic clinical behavioral program named the Problem Solver (PS) specifically designed to teach problem-solving to high-functioning students with ASD. The authors detail the three stages of the PS program (i.e., determining a set of problems and solutions for each student, skill acquisition and practice, and implementation of whole-class token economy). The authors conclude with recommendations for successful implementation in school settings.

Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges.

In this article, essential knowledge for teacher educators in the teaching of skill analysis is discussed. The research literature shows that preservice and practicing teachers are not well trained in skill analysis and content knowledge as they need to conduct and act on their diagnoses. First, the reasons why skill analysis deserves much more attention in teacher education are described. Next, skill analysis is defined and essential knowledge for teacher educators and teachers discussed. Finally, examples are provided for improving the practice of teaching skill analysis to preservice teachers.

Given that the primary task of teaching is to teach the content of physical education, attention to how instructional tasks operationalize the curriculum and progress learning is essential knowledge for teachers. Task progression in physical education occurs when tasks are designed to successively and incrementally present physical education content to students, leading to more sophisticated knowledge and improvement in performance and knowledge. We present a synthesis of the literature on instructional tasks, content knowledge, and content development and use this synthesis to examine the concept of "working models" as a tool to aid teaching in physical education. We present four propositions to guide thinking about working models and conclude with implications for student learning, teachers, teacher educators and researchers.

Alternative Education Settings (AES) aim to provide active and inspiring instructional strategies that would reengage students at-risk in learning and improve their academic achievements. Classwide Peer Tutoring (CWPT) is an evidence-based instructional method that when combined with behaviorally oriented procedures yields positive effects on academic performance. The purpose of this study was to examine whether CWPT could advance the social and motor performance of four third-grade students in an innovative martial arts program in an urban charter school. An ABAB single subject design was used to examine the effects of CWPT on social skills (i.e., providing and receiving feedback) and correct motor performance. Results suggested improvement in social performance for three participants and mixed results for motor performance. Implications for practice in AES programs are provided.

Keywords: Daryl Siedentop; Legacy; Tribute; Prologue EN Daryl Siedentop Legacy Tribute Prologue 1 4 4 04/18/23 20230101 NES 230101 Daryl Siedentop passed away on 15 July 2021, in Westerville, Ohio. During their 44 years together, they lived and learned from each other and Bobbie's experiences as an elementary physical education teacher influenced Daryl's contributions to the fields of physical education and sport pedagogy. Also, that the special issue serves as a poignant reminder of Daryl's enduring legacy as his work continues to inform contemporary physical education, PETE and sport pedagogy practices. [Extracted from the article]

Daryl Siedentop has been viewed as one of the most influential scholars in the fields of physical education and physical education teacher education. In this article, we examine his epistemological lens, behavior analysis that he used to underpin his research and practice. After an introduction to behavior analysis, we discuss his approach to conducting research, and then we discuss some of his more significant contributions to the fields, providing attention to backstories of his work, what the work was, and how it impacted the fields of physical education and teacher education. Throughout, we use examples to highlight his contributions to the two fields. [ABSTRACT FROM AUTHOR]

Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem behaviors in a unique self-contained classroom. The paper conceptualizes classroom management as instructional stimulus control manifested by superior identification of the discriminative stimulus, repertoire of responses, timing, and latency. The purpose of this study was to assess teachers' instructional control by identifying and measuring co-variations between their behaviors and students' behaviors. The teachers interchangeably taught a class of 12 boys, age 8-10 with severe problem behaviors. The variables measured were teaching behaviors (e.g., type of interaction with the students, reaction time, and proximity) and students' inappropriate behaviors. Data are presented and analyzed graphically. The discussion illuminates levels of inappropriate behavior in correspondence to the type of teaching behaviors displayed, and the differences between the teachers' instructional control. Possible implications for teacher training programs are provided.

In this response, we address issues they raised in their paper. We tackle the misrepresentation of our research and findings by further clarifying the applied behavior analytic framework underpinning our intervention studies; emphasize the substantial effects of improving the content knowledge of teachers; refute ideological positioning based on scholarly one-upmanship; and elaborate on the scientific growth of our understanding of CCK. [ABSTRACT FROM AUTHOR]

This article is a response to Backman and Barker's Re-thinking Pedagogical Content Knowledge for Physical Education Teachers-Implications for Physical Education Teacher Education. It affords us an opportunity to correct their misrepresentation of our research. Multiple perspectives on teaching and teacher education are necessary to advance the field because they provide different lenses to help us understand a particular phenomenon. However, there is a critical difference between interpretation and misrepresentation. Interpretation is the right due to all researchers to draw inferences. Misrepresentation, in contrast, is the attributing of positions and outcomes that are not supported by the empirical record. In making their case for phronesis in a 2020 publication, Backman and Barker used our research as the basis for their critique and in doing so, they misrepresented our body of research as well as the epistemology of Radical Behaviorism. We identify misrepresentations in their paper and address them using the empirical record. [ABSTRACT FROM AUTHOR]

Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a "lingua franca" across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman's (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students.

Many young children engage in challenging behaviors that could have short- and long-term negative effects for both the children and their families. Challenging behaviors refer to "any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults" (Powell, Fixsen, Dunlap, Smith, & Fox, 2007, p. 83). If challenging behaviors are not addressed early with appropriate intervention and evidence-based practices, there is an increased likelihood that children will struggle with poor academic achievement, peer rejection, and mental health concerns in the future. Challenging behavior could also have negative effects on a person's family, peers, and the community at large (Dunlap et al., 2006; Powell et al., 2007). Heward (2005) posited that behavioral strategies are highly effective for teaching children new skills and modifying existing behaviors. Nevertheless, many parents and educators experience difficulties understanding and using these practices effectively with young children. One of the major obstacles facing parents and family members, as they attempt to address their child's challenging behavior, is confusion or unfamiliarity with the terminology and the technical jargon of behavioral interventions. Therefore, initial efforts should focus on helping family members understand the terminology used to assess and analyze challenging behavior, so they can collaborate with others to develop interventions that effectively address challenging behaviors. This article discusses basic behavioral concepts to provide family members and professionals with practical and essential knowledge about challenging behavior, the reasons it occurs, and the process by which adults can effectively select strategies to prevent or intervene on these behaviors. This information can help family members and professionals feel better prepared to take an active role when working with children who engage in challenging behaviors

Background: Many alternative curricular models exist in physical education to better meet the needs of students than the multi-activity team sports curriculum that dominates in the USA. These alternative curricular models typically require different content knowledge (CK) and pedagogical CK (PCK) to implement successfully. One of the complexities of learning to teach these models for pre-service teachers (PTs) is understanding the different CK and PCK required which is compounded by their personal lack of experience of the model. Purpose: The purpose of this study was to explore the PCK enacted by PTs learning to teach an alternative curricular model (adventure-based learning [ABL]) in urban middle schools. Research design: Qualitative methods were used to explore how the PTs demonstrated their PCK while teaching an ABL unit to urban middle school students. The study took place at a major university and in three middle schools in a large urban school district in Midwestern USA. Participants: Thirteen PTs enrolled in the secondary methods course and associated internship agreed to participate in this study. The PTs (five males and eight females) ranged in age from 21 to 26 years and all self-identified as white. Data collection and data analysis: Three methods of data collection were employed in this study: interviews, daily reflections called critical friends, and stimulated recall reflection of teaching an ABL lesson. Data were analyzed using constant comparison. Trustworthiness was established through triangulation of the data using multiple data sources, peer debriefing, member checking, and negative case analysis. Findings: Four themes represented the PTs' demonstration of PCK when learning to teach ABL in urban middle schools. The themes were (a) trusting the sequence, (b) knowing your students, (c) facilitate don't dictate, and (d) processing the experience. The findings provide further insight into the demonstration of PTs' PCK in secondary physical education, and specifically relative to teaching ABL in urban middle schools. To better equip PTs to be able to teach using these models, we recommend the following: (a) they have the opportunity to 'live the curriculum' in their PETE programme, (b) developing the PTs' specific CK and student-centered pedagogical knowledge for specific alternative curricular models is imperative in developing the PCK for such model, (c) developing PTs' knowledge of students relative to the complexities of learning to teach each specific model, (d) observing an expert teach the model to K-12 students, and (e) recognizing that learning to teach these models is a developmental process and providing the PTs with an emotionally safe and caring space to explore teaching such models is crucial.

Transnational research involves research in one country that benefits that country, and where the findings are compared to the extant studies in the larger field. It also involves the search for common effects and situational influences (i.e., country and culture-specific) toward a particular research topic. In this study we examine the transnational collaboration among 11 (5 female and 6 male) researchers located in five countries conducting research in seven countries for the past 18 years. Our purpose is to elucidate relationships among the team members. First, we use social network analysis to examine our publishing and presentation productivity. Second, we use a community of practice framework to understand our collaboration and scholarly relationships. Social network analysis showed that we are a strong decentralized social network with work shared across all members. Our community of practice analysis highlighted shared values, our shared impact, professional and personal rewards and challenges. [ABSTRACT FROM AUTHOR]

Teaching has become a very challenging profession with the requirements to provide appropriate individualised instruction in large and diverse classes. Problem behaviours displayed by students with special needs exacerbate the difficulties. This is especially true and intense in physical education, where students are exposed to extreme emotional situations under physical demands. Classwide peer tutoring (CWPT) is an evidence-based teaching strategy that involves programmed interactions between peers and holds promise for the education of students at risk who display antisocial behaviours. This article discusses the implementation and modification of CWPT in third and eighth grades in a K-12 inner-city charter school in the USA, directed towards students who have special educational and social needs. First, the two CWPT applications are described. Second, authors share the students' reactions to the pedagogy. Third, based on students' responses and the teacher's accumulated experience delivering CWPT, the article discusses how to tailor CWPT better to each of the grade levels.

Physical education teachers need to know their content and also how to teach their content. These two forms of knowledge are not the same. They can be distinguished as knowledge needed to perform content, called common content knowledge; and additional knowledge needed to teach the content, called specialized content knowledge. It is clear from the emerging research on content knowledge that strengthening preservice teachers' common content knowledge as well as specialized content knowledge is an important outcome in physical education teacher education. In this article we introduce the concept of a knowledge packet as a means to teach both common content knowledge and specialized content knowledge.

Given that the primary task of teaching is to teach the content of physical education, attention to how instructional tasks operationalize the curriculum and progress learning is essential knowledge for teachers. Task progression in physical education occurs when tasks are designed to successively and incrementally present physical education content to students, leading to more sophisticated knowledge and improvement in performance and knowledge. We present a synthesis of the literature on instructional tasks, content knowledge, and content development and use this synthesis to examine the concept of "working models" as a tool to aid teaching in physical education. We present four propositions to guide thinking about working models and conclude with implications for student learning, teachers, teacher educators and researchers. [ABSTRACT FROM AUTHOR]

Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a social skills training program delivered in natural settings of physical activity and play. Designed for elementary special education teachers and physical education teachers, this article introduces the "Educating Through the Physical Model" and illuminates its merit as a natural-setting social skills intervention. Primarily the article extends theory to practice by sharing a sample of activities that can be implemented to target 12 behavioral goals that are included in the model for enhancing students' social skills. (Contains 2 tables and 2 figures.)

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of the instructional interaction to examine PCK. We observed and measured student-teacher interactions and their appropriateness. Participants were 2 experienced elementary physical educators who taught stronger and weaker units. Primarily, the appropriateness data indicated PCK differences between the stronger and weaker units. Results show that functional analysis of instructional adaptations is an effective strategy for examining PCK and that teachers were better able to meet students' needs in the stronger unit. (Contains 2 tables and 2 figures.)

Using a workbook in physical education is not a common practice, but it can enhance students' cognitive knowledge, motivation for learning, and physical activity outside of school. This article introduces an innovative project that involved using a workbook in a power-walking instructional unit with female high-school students. The article illustrates how the workbook was used in the physical education lessons and explains its components. It also includes recommendations for teachers who might consider using a workbook in their physical education classes. (Contains 1 figure and 1 table.)

Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition of CK by teacher candidates (TCs), with special emphasis on error detection and instructional tasks. This article also focuses on five components derived from Shulman's (1986, 1987) discussion of CK, pedagogical content knowledge, and the knowledge bases for teaching: (1) the situation of CK course content relative to a particular curricular focus (e.g., adventure education or sport education), (2) the development of CK relative to that activity, (3) the provision of opportunities for TCs to gain competence in performing the activity, (4) the provision of performance analyses of beginners, and (5) the provision of feedback on TCs' basic instructional skills.

Social competence is essential for successful performance in school and life. Siedentop (1980) suggested that physical education settings and related activities may serve as useful vehicles for improving pro-social skills and values. Physical education literature draws a clear distinction between educating about, in, and through movement (Arnold, 1988, 1999). Despite a notable proliferation of pro-social programs in physical education curricula, a clear rationale for teaching pro-social skills through physical education was yet to be provided. This paper presents a rationale for why educating for pro-social skills through physical education-related activities and offers examples to aid teachers and clinicians in tailoring their environments towards the acquisition of pro-social skills. (Contains 1 table.)

This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills of four 6th grade middle school students purposefully selected from an intact class of 21 students. Participants were average to low skilled males and females. A single subject A-B-A-B withdrawal design was used to examine the effects of CWPT on the number of total and correct trials students performed. The data showed that three of the four students improved their performance of total trials and correct trials during CWPT; however functional relationships were weakened by overlapping data points. These findings extend the literature in a number of ways. First, they provide further validation of CWPT as an effective strategy in physical education settings. Second, the increased engagement in the lesson and correct performances of girls during CWPT represent an important implication for physical education teachers in middle schools. (Contains 1 figure.)

The physical education field abounds with theoretically sound curricular approaches such as fitness education, skill theme approach, tactical approach, and sport education. In an era that emphasizes authentic sport experiences, the Sport Education Model includes unique features that sets it apart from other curricular models and can be a valuable tool in teaching tennis. The Sport Education Model has six primary features: (1) seasons; (2) affiliations; (3) formal competition; (4) record keeping; (5) festivity; and (6) culmination event. The primary features are implemented within the context of the sport that is being taught, while providing positive and motivating specific sport experiences. Thus in a typical sport education unit the students are affiliated in teams, experience sport units called seasons (e.g., tennis, soccer), conduct and participate in formal competition, keep records of their performance, and assume the appropriate festivity for the sport. Each season concludes with a culminating event to celebrate the teams' success and learning. The model allows the students to develop skill and tactic competency, fulfill the sport-related roles (e.g., coach), and gradually assume more responsibility for learning. Although the Sport Education Model has been well researched and conceptualized, a theoretically sound curriculum does not always translate easily to teaching. Teaching in a sport education style requires considerable planning, good classroom management skills, willingness to differ from the conventional directive teaching style, and solid knowledge of the content. This article provides a guide for physical education teachers who are interested in teaching tennis or tennis-related content (e.g., pickle ball) in the sport education style. (Contains 4 figures.)

Studies examining the discourse on issues related to sexual orientation in physical education reveal that the physical education setting is an environment where heterosexism, heteronormativity, and homophobia subsist fervently. The purpose of this article is to review the growing research that has been conducted on homophobia in physical education settings over the past 2 decades and to share with teacher educators an example of a physical education teacher education program to better equip preservice teachers to combat homophobia in the physical education context.

Problem-solving is a skill of fundamental importance for populations with developmental delays, and especially for students with Autism Spectrum Disorder (ASD). Training students with ASD to solve ill-defined problems is a challenging objective for educational and therapeutic teams. This is due to the myriad of unpredictable situations presented during the school day and the various responses, socially appropriate or inappropriate, that may be emitted to solve one's problem. The purpose of this paper is to present a systematic clinical behavioral program named the Problem Solver (PS) specifically designed to teach problem-solving to high-functioning students with ASD. The authors detail the three stages of the PS program (i.e., determining a set of problems and solutions for each student, skill acquisition and practice, and implementation of whole-class token economy). The authors conclude with recommendations for successful implementation in school settings. [ABSTRACT FROM AUTHOR]

Abstract This investigation examined the effects of Classwide Peer Tutoring (CWPT), a variation of peer tutoring on the volleyball skills o f four 6th grade middle school students purposefully selected [...]

Pedagogical content knowledge (PCK) is a frequently used concept in the educational community. Its usage is so widespread it appears to function as a "lingua franca" across different subject areas and among researchers within a subject area. Critiques of PCK have suggested it may function at best as a heuristic and at worst as a masquerade; because there has been little consensus on its conceptualization and in many studies there is no operational definition of PCK provided. Recent studies, however, have moved both the conceptualization and measurement of PCK forward in ways that allow the concept to be operationalized. In this article we examine how PCK has evolved since Shulman's (1986) initial conceptualization, and discuss how the concept has been used in physical education. We describe and examine five recurring research findings for PCK in physical education. These are that PCK can be described on continuums of maturity and effectiveness; is learned, is specific to content and context; and is strongly related to both content knowledge and knowledge of students. [ABSTRACT FROM AUTHOR]

Education initiatives emphasize the need to use evidence-based practices (EBPs) in general and special education classrooms. To ensure effective teaching it is essential that teachers gain knowledge of EBPs and implement these practices with fidelity. Ongoing changes in teacher training programs (TTPs) such as the reduction in field experience hours and the impact of COVID-19 require exploring new models to support and supplement preservice learning of EBPs. This paper discusses how technologies such as online training modules and coaching can support the training of preservice teachers, and specifically looking, as an example, at the practices in the state of Israel. [ABSTRACT FROM AUTHOR]