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Early experiences in physical education (PE) either encourage or repress lifelong participation in physical activity (PA). PE programs supportive of lifelong participation are grounded in self-determination theory, achievement goal theory, and National Standards for PE and have PE teachers who overcome barriers by integrating the theories and standards. The purpose of this study was to educate PE teachers on lifetime participation methodologies and to investigate their perception and integration of these practices. The participants included eight PE teachers in Mississippi who were interviewed about their perceptions and levels of integration. Data analysis revealed themes indicating that teachers integrate a moderate level of lifetime participation methodologies in PE. The majority of the participants agreed lifetime participation methodologies were worthy of integration; however, there were a few contradictions in the occasional perceptions that the barriers were too powerful to overcome or coaching duties took priority., Physical activity (PA) declines dramatically from childhood (6- to 11-year-olds) to adulthood (20+-year-olds) in the United States (Troiano et al., 2008). This decline in PA cultivates numerous health-related problems, yet [...]

Since the academic year of 2014/2015, the Hungarian National Student Fitness Test (NETFIT[R]) served as the compulsory, health-related, criterion-referenced, institutional fitness assessment in grades 5-12 in Hungary. However, the battery was developed to assess typically developing children; therefore, teachers of children with special educational needs could not always comply with the legal requirements, as the battery could not be conducted in many special schools, and the interpretation of the result was difficult. In 2016, the T.E.S.I. 2020 Strategy (Strategic Actions for Health-Enhancing Physical Education or Testneveles az Egeszsegfejlesztesben Strategiai /ntezkedesek) was accepted by the Government, commissioning the Hungarian School Sport Federation to accomplish the adaptation. This article details the adaptation process of the NETFIT[R], and summarizes the methods and the research outcomes. Key words: Assessment, children with SEN, disability, health-related fitness, Introduction The connection between physical fitness (PF) and health status of school-aged children is constantly investigated by scientists all over the world (Welk et al., 2015). PF assessment is essential [...]

A considerable amount of evidence supports the value of teaching physical education (PE) and the Common Core in unison. This study investigated mathematics concepts taught during fitness segments in elementary PE. Specifically, we studied student perceptions about linking PE activities and mathematics. We wanted to determine if math concepts could be added to the fitness portion of elementary PE classes without a reduction in the amount of physical activity performed, and if student absorption of mathematics knowledge increased by combining the two fields. Fifty-five upper elementary-age students (8-12 years old) of various ethnic backgrounds from one school in Arizona participated. They wore pedometers and also completed mathematics worksheets preintervention and postintervention. Results showed that 54 of 55 students had extremely positive perceptions, indicating their enjoyment of mathematics as a part of the fitness activity. The students completed the math problems during the fitness segment, with a significant increase in mathematics knowledge. We did not find significant differences between step counts in the regular fitness and mathematics fitness segments. The students enjoyed the mental challenge of mathematics content while being physically active in the fitness segment of the class., A growing body of evidence suggests that partnering with teachers from other subject areas can improve learning across content areas. Cross-content linking can help build partnerships with classroom teachers who [...]

The purpose of this meta-analysis was to examine the effectiveness of Mosston and Ashworth's (2008) practice and reciprocal styles of teaching on motor skill acquisition of school-age and university students. A systematic search in bibliographical databases led to the identification of 23 relevant studies published in peer-reviewed journals. Using certain methodological and statistical criteria, we retained six studies for further analysis. We estimated proper effect size statistics for each study and teaching style. Heterogeneity of the effect sizes was almost zero for the reciprocal style and moderate to large for the practice style ([I.sup.2] > 50%). Both teaching styles appear to produce large effects, with the practice style (mean d = 1.16) having larger effects than the reciprocal style (mean d = 0.94). This meta-analysis provides an overview and synthesis of relevant studies and highlights both teaching styles for increasing K-12 and university students' motor skill learning. The results are discussed in light of the Spectrum theory., The Spectrum of Teaching Styles (Mosston & Ashworth, 2008) is a pedagogical theory that provides a solid model for the systematic generation of research questions and for the organization of [...]

Many physical educators today are teaching lifetime sports, including outdoor activities such as cycling. Even though cycling is a low impact exercise that aids stamina and fitness, little is known about additional benefits in other areas including agility, balance, and explosive power. The purpose of this study was to ascertain if there are physical benefits (i.e., static balance, explosive leg power, agility) to students participating in a single bicycling unit in physical education (PE) class. Middle school students in the treatment school rode bicycles during their PE classes for 2 months. Students in the control school did not have access to bicycles during PE classes. Before the bicycle unit began, students in both schools were measured on stork stand with eyes closed, vertical jump, and agility. Students in the treatment school then participated in PE classes that included a bicycling unit, whereas the control school students participated in PE classes that did not include bicycling. Pretest scores were used as covariates, and results showed that students in the treatment group scored higher than students in the control group at posttest on all three tests. Although many schools have begun using lifetime activities in their PE classes, the results suggest that these activities not only may be fun for students but also will help them experience fitness benefits., Riding a bicycle can be a fun and invigorating experience for young and old. Throughout history, people have used bicycles as a method of transportation, a way to maintain fitness, [...]

Many have examined game-based instructional models, though few have examined the effects of the Tactical Games Model (TGM) on secondary-aged students. Therefore, this study examined the effects TGM has on secondary students' physical activity (PA) and gameplay performance (GPP) in three secondary schools. Physical education teachers (N = 3) were trained extensively on the TGM; they then implemented 10 TGM lessons derived from the Tactical Games Approach textbook (Mitchell, Oslin, & Griffin, 2013) to secondary students (N = 123). Pedometers and Team Sports Assessment Procedure (TSAP) were used to measure students' PA levels and pre- and post-GPP, respectively. Fidelity was determined by Metzler's (2005) benchmarks for TGM and measured that teachers implemented TGM the majority of the time (93.5%). A one-way ANOVA and subsequent post hoc analysis found a significant difference between the average number of steps students took across all lessons for Teacher 1 (soccer; M = 60.7, SD = 17.5) and Teacher 2 (football; M = 55.8, SD = 20.0); Teacher 3 (handball) was not significantly different (M = 55.2, SD = 20.0). An independent t test examined step counts between gender, and repeated measures t tests examined GPP pre- and posttest scores. Secondary-aged females averaged significantly higher steps (M = 61.3, SD = 14.1) than secondary-aged males (M = 51.6, SD = 11.1). All GPP pre- and postmeasures were significantly different (p < 0.01) and indicated a significant improvement in GPP. TGM generated positive physical effects on secondary students. Although students were slightly missing the recommended 50% of class time in moderate to vigorous PA, the quality of moderate to vigorous PA or physical education learning indices should be considered., Physical education (PE) is taught in many forms and variations. Some educators use curriculum or instructional models to aid instruction. Typically, these models are comprehensive and contain a theoretical foundation [...]

The purpose of this article is to provide an overview of how PE teachers can personalize learning to meet a variety of student needs. Differentiated instruction (DI) is a term frequently used in classroom-based learning to describe a method of personalization for individual students. The term can also describe a theoretical model for teaching and research, an instructional model, and a philosophy. Teachers must have a firm understanding of student readiness, interest, and learning profile to differentiate four areas of instruction: content, process, product, and the environment. Students in PE can benefit from DI, but there is a lack of formal methods to differentiate PE content. The Personalized System of Instruction (PSI) is an instructional model that provides a complete framework for PE teachers to personalize learning for all students. Fitness-related content such as resistance, plyometric, and agility training provides a context for applying the PSI model to DI in the secondary school setting., Differentiated instruction (DI) is a term used to describe a theoretical model for teaching and research, an instructional model, and a philosophy (Tomlinson & Imbeau, 2010). This type of instruction [...]

The purpose of this study was to examine the effect of a 3-Day Physical Activity Recall (3DPAR) intervention program on the physical activity (PA) levels of rural Appalachian school youth. To the best of our knowledge, this is the first study in which the pre- and postlevel of PA in rural Appalachian school youth has been assessed following a 3DPAR intervention program. A sample of 76 school youth ([M.sub.age] = 13.3 years) recruited from three secondary schools in the Appalachian region was included in the final analyses. To assess intervention effects such as steps per day and moderate to vigorous PA (MVPA) minutes per day, we had participants wear sealed NL-1000 piezoelectric pedometers for 7 days at pre- and posttest. For this 3-week pilot intervention, participants recorded daily activity using a 3DPAR self-report instrument. Participants received two educational sessions during the first three classes of the intervention period. We utilized a MANOVA to determine the effects of intervention participation on pre- versus posttest for the whole week, weekdays, and weekends. Youth who completed the 3DPAR-delivered intervention significantly increased their step counts on the weekends. Future studies should evaluate whether a longer intervention including a control group could result in improving PA over the long term., Background Substantial health benefits of regularly participating in physical activity (PA) in daily life and quality physical education (PE) classes have been well documented (Institute of Medicine [IOM], 2013; U.S. [...]

The ordinary nature of creativity and the global acceptance of its significance have made it a key characteristic of citizens in knowledge-based societies. Although research interest in recording teachers' perceptions on creativity and its promotion have been noticeably increasing, a remarkable gap has been observed in teachers' behaviors and actions to promote creativity. The purpose of this study was to delineate teaching behaviors and actions when educators try to promote students' creativity in class. The Creativity Fostering Teacher Behaviors (CFTB) checklist is based on the well-established theory of Cropley (1997), who suggested what behaviors teachers should demonstrate to foster their students' creativity. The CFTB checklist has been developed through a content validity method and has been tested for interrater reliability, which has been found to be very satisfactory. We observed 30 physical educators (PEds) twice during PE lessons in which they aimed to foster students' creative expression. PEds expressed only a minority of their creativity-fostering behaviors and actions, especially those associated with encouraging the responsibility of learning, such as the enhancement of autonomy, independence, and social integration, during learning processes. On the contrary, the enhancement of flexibility, a top indicator of creative achievements denoting a person's divergent thinking, and the positive management of failure and frustration, which is thought to eliminate students' emotional barriers and inhibitors of creativity, were almost absent during observations. The same happened for indicators such as opportunities for deviation, lack of rush and criticism delay on students' ideas and suggestions, and all of the other indicators on the CFTB checklist. We discuss a misalignment of theory into practice concerning teachers' creativity-fostering behaviors and actions. Possible factors related to this inadequacy such as lack of academic education, training and continuous professional development in related issues, and the curriculum itself may limit PEds from teaching for creativity., The promotion of creativity arrived with a great ballyhoo at the beginning of the new millennium. Creativity is a substantial personal quality in knowledge-based economies, along with other fundamental characteristics [...]

Adapted physical education (APE) teacher training programs are threatened by the documented reduction of the number and size of physical education teacher education programs. Thus, it has become more important to better understand why individuals enter the APE field and how they may be socialized through formal training and their induction into their APE teaching careers. The goal of this paper is twofold: 1) to review what is known about APE teacher socialization through the perspective of the occupational socialization theory, which explores an individual's experiences in the acculturation, professional, and organizational phases of socialization; and 2) to provide future direction for this line of research. In meeting this goal, a background on the occupational socialization theory in general physical education (GPE) literature is first discussed before applying the theory to the understanding of APE teacher socialization. Keywords: Occupational socialization theory, teacher training, teacher experiences, As adapted physical education teacher education (APETE) programs are not immune to the decline in number (Newell, 1990, 2007) and size (Solmon & Garn, 2014) that is seen in general [...]

We investigated the effectiveness of two teaching formats that fall under the canopy of Mosston and Ashworth's (2008) practice style, on fifth grade students' motor skill performance and task engagement. Both formats are also known as station teaching or learning centers. In the teacher-rotated format (TR), the teacher decides the amount of time apportioned during practice at each station, whereas in the learner-rotated format (LR), each learner decides on task order and the amount of time spent at each station. Ten-year-old children (N = 60) were randomly assigned to the TR group (n = 20), the LR group (n = 25), and a control group (n = 15). A soccer dribbling test was employed to evaluate the soccer dribbling skill prior to and after the instructional intervention. The same soccer dribbling tasks were taught to the learners in both treatment groups in eight 30-min sessions. ANCOVA on the posttest scores showed a significant difference between the experimental groups and the control group (p < .001) and between the two experimental groups, favoring the LR group (p < .001). A 3 x 2 (Group x Test) repeated measures ANOVA showed a significant improvement of the soccer dribbling skill for both teaching formats (p < .001) but not for the control group. An ANOVA on the overall practice trial data yielded significant differences between the two formats, favoring the LR group (p < .001). Both formats were found to be effective, but the results indicate that given the opportunity to reapportion their practice time, learners in the LR format took advantage of this opportunity and improved their performance further., The Spectrum of Teaching Styles (Mosston & Ashworth, 2008) is a pedagogical theory that provides a concrete model both for the systematic generation of research questions and as an organized [...]

Health and physical education professionals who implement technology appropriately can contribute to helping students become physically educated individuals (NASPE, 2009). It is imperative that professionals be knowledgeable and resourceful in how to integrate technology effectively, but it is unclear what current challenges professionals face in this regard. Therefore, the purpose of this study was to identify the current trends and issues surrounding technology among health and physical education professionals, as discussed in a professional online forum. This mixed-methods study involved the collection and analysis of technology-related discussion posts from the first year of the SHAPE America Exchange online forum. Researchers collected 110 discussion threads from 241 SHAPE America members about technology topics ranging from pedometers to social media in an attempt to investigate the nature of the discussions and to determine the demographics of the participants. Discussion posts were examined within and across specific technologies, and major themes were established. Quantitative data analysis included descriptive statistics of participant demographics and types of technologies discussed. Results revealed the most commonly discussed technology topics were activity monitors, mobile devices, and social media. Major themes included networking and sharing resources, implementing technology for teaching, technology selection, data collection and management solutions, and logistics issues. Results of this study indicate that professionals are aware of and interested in implementing a variety of technologies into their teaching; however, they are still unsure about selection, management, and implementation. The online forum provided a resource to address these issues., Today's teachers are faced with the considerable challenge of meeting the needs of a new generation of students who have never known life without a computer, video-game console, cellular phone, [...]

In an effort to increase physical activity (PA) in children, some schools are utilizing after-school PA programs. For after-school PA programs to attract children and their parents more effectively, it is important to understand participant perceptions. With input from parents and children, after-school PA programs will be better equipped to attract children to the PA program, resulting in greater participation, enjoyment, and increased PA. Thus, the purpose of this study was to gain insight into parents' and children's thoughts and decisions relating to joining an after-school PA program. A cross-sectional qualitative design was employed. Children were interviewed and parents were surveyed prior to youth involvement in Step Up for Health, an after-school PA program geared toward youth of a Midwest elementary school. Responses to the surveys and interviews were coded into categories. Thirty of 39 youth students reported participating to increase their physical fitness levels. Thirty-seven of 39 youth participants identified their physical education teacher as being influential in their decision to participate. Thirty-nine of 39 parents/legal guardians stated the main benefit of the program was that it provided a PA outlet for their child. Every adult participant identified their own child as an influential figure in the decision-making process to allow their child to participate. Perceptions held by parents and children provided insight into the recruitment process for PA programs. The theory of reasoned action can serve as a guide to understand why participants and their parents support such a program., The U.S. Department of Health and Human Services (USDHHS, 2008) and the Centers for Disease Control and Prevention (CDC, 2011) recommend that children participate in at least 60 min of [...]

The knowledge acquired in physical education classes should provide for an increase in physical activity and promote interest in healthier lifestyles. Despite the importance of physical literacy developed in physical education classes, physical education is not perceived as important, and funding for physical education has decreased. This paper highlights the importance of physical education on the development of competent, confident students by reviewing instructional approaches: The Teaching Games for Understanding approach and its derivatives. Teaching Games for Understanding (TGfU) can contribute to critical thinking, autonomy and classroom skills as well as better understanding of physical activity and its importance for physical literacy when compared to traditional physical education methods. Multiple research studies are discussed in this paper to illustrate how TGfU can holistically increase a student's ability to perform in academic classes as well as in physical education. These studies can help present a strong argument for the support of funding physical education programs and the recognition of physical educators., Although the ancient Greeks considered it a primary necessity physical education is not a priority in our time. In fact, funding for physical education and time for physical education and [...]

The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two universities completed questionnaires assessing motivational regulations and perceived health. Qualitative comments about why students enrolled in their physical education activity classes were also included. Results indicated the students endorsed an overall intrinsic-oriented SR profile. Above average Identified and Intrinsic motivational regulation subscale scores, reinforced by qualitative comments expressing personal importance of activity, provided strong indicators of students valuing their activity class experiences. Of the four motivational SR subscales, Identified regulation predicted student perceived health. The lack of significant gender effects was a noteworthy finding among this population of university students, reinforcing the importance both genders place on internal regulation and physical activity., The importance of physical activity (PA) in children and adolescents as a leading health indicator is well documented globally, the Centers for Disease Control and Prevention (CDC) attributes the lack [...]

Background: Because of the increasing demand from students to have available to them distance education courses, it is vital to offer students health and physical education distance education courses that meet the their need for a challenging and rewarding educational experience. In this pilot study, we explored the learning experiences of students enrolled in distance coursework in health and physical education methods. We interviewed 14 students participating in the Distance Education Focus Group, who answered 10 semistructured questions pertaining to their satisfaction and achievements in distance education courses. Using qualitative analysis, we identified factors contributing to these students ' satisfaction and academic achievement in distance education. Results: This study provides students and instructors with a better understanding of what is effective distance education instruction from the students 'perspective. Conclusion: This study may result in improved retention of students, increased academic performance, and satisfaction with coursework, from understanding students' perceptions of the methods used for distance education. Knowing what students believe to be important for their learning experience helps health and physical education instructors better prepare for teaching through distance education., Advances in technology have many learning institutions offering online programs to help accommodate the needs of students (Lim, Kim, Chen, & Ryder, 2008). Approximately 63% of academic leaders report online [...]

The purpose of this study was to examine the perceived effectiveness and attitudes of physical education teacher education (PETE) faculty concerning the preparation of preservice teachers for Comprehensive School Physical Activity Program (CSPAP) roles. Faculty (N = 175) responded to an electronic survey assessing perceived effectiveness and attitudes related to preparing undergraduate majors and nonmajors for CSPAP roles. Factor analysis of the survey items resulted in a four factor solution: (a) Effectiveness in Preparing Program Majors for Quality Physical Education, (b) Effectiveness in Preparing Program Majors for Other CSPAP Roles, (c) Effectiveness in Preparing Nonmajors for CSPAP Roles, and (d) Attitude Toward Preparing Program Majors for Other CSPAP Roles. Faculty agreed the most that their programs were effectively preparing majors for roles within quality physical education and agreed the least that their programs should be preparing majors for leadership roles with respect to school employee wellness and involvement in physical activity promotion. This study reveals a glimpse of current commitment in PETE programs to public health-related goals and informs CSPAP preparation in preservice education., The Comprehensive School Physical Activity Program (CSPAP) was conceptualized as a coordinated, multicomponent approach for promoting physical activity (PA) in and around schools (Centers for Disease Control and Prevention [CDC], [...]

Introduction: Action research is a useful method for implementing change through its spiral of plan, act, observe, and reflect, but little research has been published on it in the area of physical education. The purpose of this intervention was to assess the effectiveness of action research as an agent of change and its impact on enhancing my teaching and the learning experience of students in physical education. This was class-based research, which acted as a form of CPD to enhance my classroom practice. Method: I adopted a repeated spiral of plan, act, observe, and reflect to implement incremental changes through critical reflection. Results: Action research was effective in enhancing teaching and the learning of the students. Discussion: It became a collaborative and empowering approach between myself and the students, and it lent itself to creating, sharing, and generating knowledge, thus creating a community of practice between myself and my colleagues. Conclusion: Action research is a useful agent of change because it can be tailored to the needs of the teacher. It should be a compulsory component of teacher education courses, and it should be considered an essential skill for lifelong learning for teachers., The term action research was first coined by Lewin (1946). He described it as a spiral of steps, which comprised planning, action, observation, reflection, and fact finding about the results [...]

A well-designed, high quality physical education (PE) website is beneficial for establishing communication, presenting a positive image, encouraging and improving parental involvement, encouraging students to take control of their own [...]

Background: The purpose of this study was twofold: (a) to examine the percentage of the daily threshold (12,000 steps) that physical education (PE) class and recess contribute to 6th grade students' overall daily physical activity (PA) and (b) to examine the relationships between gender, PA outside of school, BMI, and steps during both recess and PE. Method: One hundred thirty-eight 6th grade students aged 11-13 years participated. Students completed the Physical Activity Questionnaire for Older Children (PAQ-C) and wore a pedometer to measure steps taken for 6 consecutive PE classes and recess sessions. Results: The overall contribution of recess and PE to the daily step goal ranged from 7.1% to 9.6% of the target step count of 12,000. All PA variables were positively correlated with one another (all p < 0.05) and children who took more steps during recess and PE tended to have lower BMI percentiles (both p < 0.05). However, when all variables were entered into the multiple linear regression model simultaneously, only steps taken during PE was predictive of BMI percentile (total model [r.sup.2] = 0.145, p = 0.001). Conclusion: Further research is needed to explore PA in schools along with potential interventions to increase PA., According to the Centers for Disease Control and Prevention (CDC, 2014c), over one third of children in the United States are overweight or obese. Activity levels are decreasing for reasons [...]

Mentoring is crucial for the development of competent coaches (Jones, Harris, & Miles, 2009), and athletic departments and sport organizations are encouraged to use this process that links an inexperienced coach with a veteran mentor coach (Megginson & Clutterbuck, 1995). Mentored coaches benefit from gaining insight and wisdom into their profession and from building important relationships with significant others in the department or organization (Pastore, 2003). In this paper, we provide an overview of mentoring and give practical tools for implementing or strengthening a formal mentoring program. As such, relative worksheets for use by mentee and mentor coaches have been included in the appendices of this paper., Much has been written about the mentoring process that occurs in educational settings (Burden, Harrison, & Hodge, 2005; Dodds, 2005; Jones, Harris, & Miles, 2009; Sambunjak, Straus, & Marusic, 2010), [...]

Physical activity sharply decreases after different life stages, particularly high school graduation to beginning university education. The purpose of this study was to investigate the effect of a specifically designed university physical activity class, Exercise Planning for Freshman (EPF), on students 'physical activity and group cohesion compared to other basic instruction programs (BIPs) offered on campus. Specific study questions included (a) what are students' perceptions of the classes, (b) how do group cohesion levels compare between students enrolled in EPF and those enrolled in other activity classes, (c) how does physical activity engagement compare between the two groups, and (d) is there a difference between men and women in terms of group cohesion and physical activity levels? Participants (n = 108) were university freshman students enrolled in seven integral BIP courses at a mid-sized university. Data were collected across four consecutive semesters and analyzed using constant comparison for qualitative data (i.e., Critical Incident) and ANOVA, ANCOVA, and t tests for quantitative data (i.e., PAGEQ, 3-Day Bouchard, and 7-DPAR). Treatment group participants had higher energy expenditure than control group participants at the beginning and end of the semester, yet there were no significant differences. It is understood that students enrolled in university BIP courses are likely to incorporate physical activity into their everyday routine. For group cohesion to have a significant effect, more steps need to be taken to accentuate its presence in EPF., Regular physical activity (PA) is an important contributor to maintaining or achieving a healthy lifestyle (Engstrom, 2008). Although it is widely accepted that university-age students are in general 'healthy,' North [...]

The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students 'physicalactivity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the Energizers program. Approximately 15 students per classroom had parental consent to participate. D-index effect sizes were calculated between baseline and intervention phases for each classroom. Classroom activity levels were graphed over time, and percentage of nonoverlapping data (PND) values were calculated between baseline and intervention phases for each classroom. Implementation of the Energizers program significantly increased participants' school-based steps, which were measured using accelerometer activity monitors. In addition, participating teachers indicated that Energizers did not adversely affect academic instructional time and planned to continue using Energizers activities in their classrooms beyond the study., Children in today's society face unique challenges in maintaining a healthful, well-balanced lifestyle. Among other barriers, changes in the food market have inundated children and adolescents with advertisements for prepackaged, [...]

The purpose of this study was to determine what effect the type of APE service approach had on GPE teachers ' efficacy when working with students with disabilities. The three approaches of APE service delivery chosen for the study were (a) consultation, (b) itinerant, and (c) collaborative. Results indicate significant differences between levels of service: Consult, F(3, 98) = 5.09, p = .003; Itinerant, F(3, 97) = 10.80, p = .000; Collaborative, F(3, 98) = 13.64, p = .000. As well, the collaborative method produced the highest level of efficacy in the participants, F(3, 303) = 19.09, p = .000. The study indicates the collaborative approach of APE service support may be the most effective in increasing GPE teacher efficacy when working with children with disabilities., Since 1975, and Public Law 94-142, there has been a push for inclusive education classes in which students with disabilities are educated along with their peers without disabilities in the [...]

Transferring from elementary to secondary school can be difficult for many children, and students making this transition often suffer from anxiety and stress. One source of stress can be found in the scary stories transitioning pupils hear about their new schools, particularly those about physical education and sport. The purpose of this study was to examine the scary stories young African American adults living in the Deep South recalled hearing about physical education as they made the transition from elementary to secondary school. Folklore and the concept of role reversal were the theoretical perspectives that guided data collection and analysis. Participants were 51 African American students. They wrote down scary stories they recalled hearing prior to transferring to secondary school within a two-item open-ended story record. Stories were coded and categorized and reduced to key themes using analytic induction and constant comparison. The key finding was the scary stories the African Americans in this study recalled were similar to the stories American Caucasians recalled in previous research. The stories collected in this study were also reminiscent of those described in the studies carried out with young adults in Britain during the 1970s and 1980s. Results of this study also indicate physical education plays only a peripheral role in the African American folklore surrounding school transition., Research indicates transferring from elementary to secondary school can be a difficult experience for many children because of the academic and social changes they encounter and because they are moving [...]

Levels of physical activity and health-related fitness (HRF) are decreasing among adolescents in the United States. Several interventions have been implemented to reverse this downtrend. Traditionally, physical educators incorporate a direct instruction (DI) strategy, with teaching potentially leading students to disengage during class. An instructional strategy that has been shown to be effective in increasing content knowledge and skill competency in physical education is the personalized system of instruction (PSI). Students (N = 24) from a private, urban high school in a major city within the Mountain West region of the United States participated in the 6-week study. Video and audiotaping, along with interviews and journals, were used to determine if criteria standards associated with PSI were met. Three of the 4 components of PSI were met as well as 10 of 12 design features, indicating that implementing the personal fitness unit using PSI was successful. The results indicate PSI was successfully implemented. With its characteristics of self-pacing and mastery learning, PSI has the potential to be an effective teaching model within physical education., Regular engagement in physical activity is important in the growth and maturation of adolescents. A growing concern is the significant decrease in activity levels of adolescents. The Centers for Disease [...]

This study is a teacher initiated action research. The purpose is to improve student learning in math using physical activity breaks during classroom lessons. The study was conducted by tracking the results of ten 5th grade students for a period of one week. Using anecdotal notes, students showed improvement on attentiveness during class activities, classroom behavior and math learning., I. Problem Statement Classroom teachers encounter some students who have a very difficult time maintaining focus for extended periods of time. It is common in the beginning of the school [...]

Music is a pervasive presence in society and is routinely used to influence human behavior in a variety of settings and for a variety of purposes including exercise behaviors and physical education (PE) classes. However, little evidence exists to support what effect, if any, music has on learner outcomes in PE. The effects that playing music during elementary PE lessons had on children's physical activity (PA) rates were examined in this study. Physical activity rates (via pedometry) of elementary PE students (Grades 3 to 5, n = 115) were measured under two treatment conditions (music or no music) and across two lesson types (walking or Frisbee) in a crossover design. Data were analyzed using a within-and-within repeated measures ANOVA. Findings indicate that including music throughout PE lessons significantly increases PA for both genders and across both activities (p < .000). Also, a significant music-by-activity type interaction effect was noted (p < .000), indicating that music has an increased effect as the nature of the activity becomes more vigorous. A significant gender effect (p < .000) was also noted. Using music may be a beneficial environmental change that will increase PA in elementary PE and is more pronounced as intensity increases., Music can be heard at the workplace, at the local mall--in just about any facet of a person's life. The effects of music have been studied with considerable interest in [...]

The purpose of this study was to determine the effects of frequent peer-monitored Fitnessgram testing, with student goal setting, on the PACER and push-up performance of middle school students. Subjects were 176 females and 189 males in 10 physical education classes at a middle school with an 83.7% Hispanic student population. Students were baseline fitness tested with five classes assigned to the control group and five to the experimental group with no significant differences between the two groups in baseline fitness test performance. Students in the experimental group set personal goals and participated in peer fitness testing four times over the next 18 weeks. Results from formal teacher testing at the end of 18 weeks using MANOVA demonstrated that placement in the experimental group had no effect on pre- versus posttest scores for PACER and push-up tests compared with the control group. Students in control and experimental groups also completed the PAQ-A, with results indicating a significant positive correlation of higher weekly activity levels with push-up scores, but no significant difference for weekly activity levels and PACER scores. Results are discussed in terms of Locke's goal setting theory as well as recent research pertaining to youth fitness testing., Fitness testing has been a part of most K-12 physical education (PE) programs since the creation of the President's Council on Physical Fitness during the 1950s (Morrow, Weimo, Franks, Meredith, [...]

Field experiences are often conceptualized as integral to teacher education programming. However, there are often inconsistencies between the beliefs and values espoused in teacher education and those pre-service teachers encounter in schools that they must navigate to be successful. Among other strategies, writing case studies about their experiences may help pre-service teachers critically reflect on their time in schools. To illustrate the utility of student-authored case studies, data are presented from an investigation involving students in a teacher education seminar course. Results indicate that students believed they benefited from the structure of the writing assignment and thought that writing case studies helped them to prepare more completely for issues they would face in their future careers. A case study written by a student teacher is also presented and discussed. Finally, strategies for introducing and implementing student-authored case studies in PE teacher education programs are examined., Field experiences, including student teaching, are integral to student learning in teacher education programs (Schempp & Graber, 1992). These experiences allow pre-service teachers (PSTs) to apply what they have learned [...]

The purpose of this study was to examine the effects of a physical education supportive curriculum and technological devices, heart rate monitor (HRM) and pedometer (PED), on physical activity. A single-subject ABAB research design was used to examine amount and level of participation in physical activity among 106 suburban fourth and fifth graders during physical education class. A curriculum, which was pedagogically centered on the use of the technological devices, was also developed and studied. Six children from each group and the physical education teacher were interviewed. The results of a one-way ANCOVA indicated group differences between the supportive curriculum and technology for HRMs, PEDs, and increased physical activity., Physical education (PE) classes during school and physical activity after school are becoming significantly more important due to the rise in obesity in youth. Increased time in PE reduces the [...]

Teachers learn many of the teaching practices they use to survive and sustain their teaching careers within their school context. This study explored teaching practices and teachers' learning of their teaching practices among teachers in different contexts. A concurrent mixed-model research design was used to identify the teaching profiles of elementary physical educators at urban (n = 2) and suburban (n = 2) schools. Two instructional units of fourth grade physical education classes for each teacher ([n.sub.lessons] = 32) were ob served and videotaped to collect qualitative (e.g., field notes, interview transcripts) and quantitative (ALT-PE and CLASS instruments) data. Comparative and descriptive analysis were used to analyze the data. One urban and two suburban school teachers showed similar teaching profiles: They scored 6-7 (high range) in two CLASS domains, used less management time (M = < 10%) in the ALT-PE, and considered learning an ongoing activity. In contrast to other participants, one urban teacher's profile was characterized by low scores in three CLASS domains, relatively high management time in the ALT-PE (M = 18% to 20%), and limited learning experiences during her teaching career. Urban teachers perceived their context as containing factors negative to teaching practices. However, findings of this study highlighted teachers' efforts to improve their teaching and learning., With the recognition of the importance of high quality education (National Commission on Teaching and America's Future, 1996, 2003), educational policy and practices in the United States have been modified [...]

In a society in which obesity levels have tripled in the past 30 years, the importance of increased fitness levels within the academic setting has become even more critical. The purpose of this study was to investigate the validity of alternative Fitnessgram upper body tests of muscular strength and endurance among seventh and eighth grade males and females. The recommended test item used to assess students is the 90[degrees] Push-Up (90[degrees] PSU). However, the Fitnessgram provides alternative assessments to measure upper body strength: the Modified Pull-Up (MPU) and the Flexed Arm Hang (FAH). Adolescent males and females (N = 123) in seventh and eighth grades were administered all three muscular strength and endurance assessments. Males exemplified minimal acceptability for the 90[degrees] PSU-MPU and 90[degrees] PSU-FAH comparisons. Similar to the results for males, results for females indicated unacceptable reliability estimates for the 90[degrees] PSU-MPU and 90[degrees] PSU-FAH comparisons. As a result of this study, it is imperative that physical educators and other administrators are aware that implementing the Fitnessgram alternative assessments of muscular strength and endurance may hinder and/or alter an adolescent's healthy fitness zone classification. Thus, future research regarding the muscular strength and endurance test items will ultimately promote a higher level of confidence among practitioners when using the test items interchangeably., In a society in which obesity levels have tripled in the past 30 years, the importance of increased fitness levels within the academic setting has become even more critical (Morrow [...]

The purpose of this study was to assess the effectiveness of text messaging with pedometer intervention for increasing physical activity of college students. Using a two-group prospective randomized intervention-based design, the researchers gave 201 college students pedometers and divided them into intervention and control groups. The intervention group received motivational text messages for 10 weeks; the control group received none. Pre- and post-measures included height, weight, and waist circumference. Daily step counts were collected at three intervals. Total standardized steps were not significantly different between groups. Steps for resident students were higher than for commuter students, suggesting that residents had higher levels of physical activity (p = .003). Text messaging was not effective in increasing physical activity when used with pedometers., The well-being of the United States depends upon protecting the health of children and youth. Obesity is increasingly recognized as the common denominator in a host of overlapping risk factors [...]

Within education, determining whether a student is progressing appropriately occurs through assessment. However, opinions regarding how physical education students should be assessed vary greatly. As a consequence, some physical education professionals encourage skills-driven measures of competency, and others believe that attributes such as attitude, effort, and participation are equally or even more important. Therefore, the purpose of this article was to provide an overview of the current literature surrounding effort and participation as a component of grading in physical education. In addition, discourse on the impact that varying methods for assessment have on the physical education profession is provided, followed by a best practice method for including effort and participation in assessment., Unlike other subjects or disciplines in school, physical education requires students to be physically active during the lesson. The National Association for Sport and Physical Education (2009) suggests that school [...]

Health education and physical education are essential components of a school's coordinated health and physical education (HPE) curriculum. Traditionally, teachers have taught the subject matters in these programs using a skill development approach to enhance students' personal and social responsibility. Physical education teachers have been using the teaching personal and social responsibility (TPSR) model as a teaching strategy in physical education programs to develop student responsibility for several years (Hellison, 2003, 2011; Hellison & McBride, 1986; McBride & Hellison, 1986). The TPSR model addresses issues related to challenging and encouraging students to take responsibility for their own physical, emotional, and social needs and is therefore a natural fit as an instructional model in the HPE curriculum. However, few instances of using TPSR in health education have been documented. The purpose of this article was to describe the exploration of TPSR-based health education and the essential aspects of TPSR-based health education derived from this process., The teaching personal and social responsibility (TPSR) model had its genesis in the 1970s (Hellison, 1978). Don Hellison developed the TPSR model while teaching a physical education class of 50 [...]

Classroom Exercises for the Body and Brain was developed in the state of Georgia by the HealthMPowers organization to help classroom teachers provide structured physical activity for their elementary students in their classrooms. These brief video exercises were designed for students to participate at their desks as exercise breaks, as energy boosters, or for rainy day recess. Many of these exercise programs are designed with good intentions, but they have little objective data to support their claims. The purpose of this study was to investigate the intensity levels of 9- and 10-year-old students participating in a video classroom exercise program in a regular classroom setting. Twenty-five fourth grade students (10 females, 15 males) from one class participated in this study. Four DVD video exercise sessions ranging from 1 min 45 s to 2 min 30 s were investigated. Over 65% of students reached their target heart rate zone during all exercise videos except for the chair aerobic video. No significant relationships were found between peak exercise heart rate and other variables including waist circumference, body mass index, and responses to the Rating of Perceived Exertion (RPE) scale. Students and the teacher reported positive feelings toward the exercise video program., Overweight and obesity resulting from poor eating habits and sedentary lifestyles have developed into a major health problem for today's childhood population (National Center for Disease Prevention and Health Promotion, [...]

The purpose of this study was to describe how accomplished teachers implement the quality of teaching practices in their daily lessons. The participants were four elementary physical education teachers (one male, three female). The data sources consisted of videotape of the teachers teaching 12 lessons, transcription of the taped lessons, descriptive written records, and formal interviews with the teachers. The data were analyzed using the constant comparison techniques. The findings indicated that the teachers provided coherently connected and meaningfully authentic learning tasks for each lesson. They presented the learning tasks using examples, images, and learning cues; organized the class using efficient routines and creative ways; and provided students with tailored instructional guidance., Teaching practices reflect dynamic interactions among the teacher, students, and content in situated learning environments. Teaching practices directly shape what the students know, think, and are able to do (Ball [...]

Many children participate in little to no regular physical education during the school day. National recommendations call for schools to offer physical activity as part of planned academic lessons that teach math, language arts, science, and other subjects through movement. The purpose of this study was to analyze students ' and teachers 'perceptions of the Active Science curriculum to determine the feasibility of incorporating a classroom-based physical activity program into middle school science lessons. Forty-seven fifth and sixth grade female students and two science teachers participated in the study. The instruments used to evaluate students' and teachers' perceptions of the curriculum included (a) individual interviews with two science teachers, (b) written perception questionnaires completed by the students, and (c) a focus group interview with a sample of eight students. Findings revealed that the students enjoyed incorporating physical activity into class, learned science content and skills, and used technology within the curriculum. Teachers felt that it was feasible to incorporate physical activity into the lessons and identified that the curriculum improved students' science knowledge and inquiry skills, exposed them to the use of technology, and integrated fun and interactive physical activities into class., The United States faces a childhood obesity epidemic that is on the rise, and no single action alone will reverse the problem (Ogden, Carroll, Curtin, Lamb, & Flegal, 2010). One [...]

Physical inactivity is expanding across all ages in the United States. Research has documented a deficiency in health-related fitness knowledge (HRFK) among elementary- through college-aged students. The need for a credible and reliable resource that provides research-based information regarding the importance of HRFK is significant. The purpose of this article was to examine the relationship between HRFK, physical activity (PA), and physical fitness (PF). This issue is particularly important for physical educators because of the growing concerns over rising obesity and declining levels of PA across the country. HRFK research to this point has indicated three important findings: (1) HRFK is low among elementary-aged students through college-aged students; (2) HRFK has successfully predicted PA and PF levels, though research is limited; and (3) educational interventions such as conceptual physical education (CPE) center on fitness knowledge, and their application has indicated a longitudinal increase in PA and PF levels.. This comprehensive review of literature is designed for the use of physical educators considering the adoption of health-related fitness education initiatives with the intent of improving long-term PA and PF., Regular participation in physical activity (PA) is important to sustaining good health and has been a topic of investigation since the acknowledgment of the obesity epidemic throughout the last 30 [...]

The purpose of this study was to investigate how the completion of a peer-teaching course impacted pre-service teachers ' ability to perform, teach, and assess motor skills. Central Michigan University (CMU) implemented a required course for physical education teacher education majors in which enrollees were evaluated on how well they performed motor skills, assessed motor skill performances, and taught motor skills to undergraduate students. Students enrolled in the course were pretested on their ability to complete randomly selected sport-specific skills and to assess sport-specific skills from prerecorded trials. Subjects being tutored were pretested on their ability to perform the 15 activity-related skills. Upon conclusion of the semester course, the tutors were posttested on their ability to perform and assess sport-specific motor skills and subjects were posttested on their ability to perform the same motor skills. Results from this investigation determine the course had a modest impact on students' ability to perform, assess, and teach motor skills. This investigation provides a functional model for assessing program impact and guiding improvements in teacher preparation programs., This study investigated how the completion of a peer-teaching course in Central Michigan University's physical education teacher education (PETE) program impacted pre-service teachers' ability to perform, assess, and teach motor [...]

Games BUILDERS AND BULLDOZERS (with wheelchairs) elementary Equipment: Pool noodle, duct tape, or Velcro fasteners, large bowling pins or foam cylinders, regular-sized bowling pins Student with wheelchair receives a pool [...]

Introduction Pre-service teachers (PSTs) consistently rely on previous knowledge, values, and beliefs that can play an instrumental role in the way they instruct students (McCaughtry, Sofo, Rovegno, & Curtner-Smith, 2004) [...]