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Purpose: This study explored school administrators' perceptions and experiences in planning and implementing recess policies and practices in New Jersey middle schools. Method: A total of 168 surveys and 19 semistructured interviews were conducted on school administrators. The survey data were analyzed using descriptive statistics. Semistructured interviews were analyzed using a phronetic iterative approach. Results: Phase 1 results showed that the participants supported and could offer recess. Major barriers included time demands and scheduling conflicts. The results of Phase 2 represented four themes: (a) the importance and benefits of middle school recess, (b) recess operation, (c) issues associated with middle school recess, and (d) resources to improve middle school recess. Conclusions: Professional development, stakeholder input, recess committees, recess plans and schedules, fundraisers/budgets, and laws are critical for planning and implementing recess policies and practices at the middle school level. [ABSTRACT FROM AUTHOR]

This article proposes key considerations for high school physical education teachers when selecting curriculum content. Specifically, recommendations are provided relative to the school's geographical context, available programs and opportunities within the community, the school's resources and administrative support, and the learners and their interests. Additionally, some resources are presented to assist teachers in the decision-making process of content selection. Teachers' decisions on what to teach have significant implications on students' learning, interests, and attitudes toward physical education. It is critical for teachers to take the time to determine what content best serves their students' interests to ultimately help them engage in physical activity for a lifetime.

Common content knowledge (CCK) is fundamental for quality instruction and critical to be acquired among physical education preservice teachers (PSTs). The purpose of this study was to develop a soccer CCK test for PSTs and to examine the validity and reliability of the test using Rasch measurement modeling. Two content experts developed a test in a multiple-choice question format, which was content validated by five in-service teachers and field-tested by 10 PSTs. Once content and face validities were confirmed, the test was given to 129 PSTs. The results confirmed that all the test items measured soccer CCK as a unidimensional construct, and the levels of the test items align with PSTs' knowledge levels (mean square residuals -- infit = 0.8 to 1.1; outfit = 0.8 to 1.3). The item separation index was 2.05 (Cronbach's alpha = 0.81), and the person separation index was 1.99 (Cronbach's alpha = 0.80), which assured that the test includes items with a wide range in difficulty levels to meet the variability of respondents' knowledge levels. To conclude, the soccer CCK test is a valid and reliable instrument, and the test can be used to contribute to the field in practice and research. Those include, for instance, assessing PSTs' learning gains of soccer content classes, improving the effectiveness of PSTs and in-service content education, and measuring the effects of differing soccer CCK on student learning in secondary physical education.

The aim of this study was to develop a valid and reliable basketball common content knowledge (CCK) instrument for preservice teachers (PSTs; BB-CCK-T) in secondary physical education contexts in the United States. The research team used four steps to develop the BB-CCK-T. In the first step, two content experts determined the scope and weight of the items using a table of specifications. Second, the experts developed the test questions and answers based on the table of specifications. Third, physical education in-service teachers reviewed the test and checked the content validity. Fourth, a group of PSTs took the test for pilot testing. After content validity and face validity were established, the BB-CCK-T was administered to 76 physical education PSTs to examine the validity and reliability of the instrument using the Rasch analysis. The results of unidimensionality indicated that all items were within the range of -0.4 to 0.4. Both infit (0.7 to 1.3) and outfit (0.6 to 1.5) MNSQ were in the criterion range of 0.5 to 1.5. The result of the item separation index was 4.01 (Cronbach's alpha = 0.94), and the person separation index was 1.89 (Cronbach's alpha = 0.78). The wright map confirmed that the items on the BB-CCK-T contain wide levels of question difficulties with little gaps. These results verified that BB-CCK-T is an instrument with robust psychometric properties. Continuous efforts of exploring how we can best teach CCK in our limited curricular space as teacher education programs are vital from both practical and research perspectives.

The preschool years are essential for developing physically active lifestyles and social-emotional well-being. This article introduces the PASS (Physical Activity and Social Skills) physical education program, which identifies specific ways to develop fundamental motor skills, provide physical activity opportunities, and promote social-emotional learning among preschoolers. The program aims to meet the guidelines of SHAPE America's Active Start (2020) and Head Start's Program (i.e., perceptual, motor, and physical development and social and emotional development). Teachers must be intentional with the content they prioritize in their curriculum, and the PASS Program activities can be readily used to provide children with quality and meaningful learning opportunities.

Adolescents in South Korea have been facing physical (physical inactivity) and social-emotional (e.g., bullying and suicide) challenges in the last few decades. To address these issues, the Ministry of Education in South Korea implemented School Sports Club as a part of the school curriculum. This article introduces the overview, the goals and structure, the status quo, and the future directions of the School Sports Club. School Sports Club is offered during the regular school time and a required curriculum. The primary goal of the School Sports Club is to increase physical activity opportunities, strengthen humanistic education, prevent bullying, and ultimately develop a positive attitude in their school life among students. In School Sports Club, teachers are allowed to select the content that would best meet their students' needs and school contexts. While there are some challenges, the students have positive experiences in School Sports Club. In summary, School Sports Club is one way to support students' physical activity engagement and social-emotional learning in school settings.

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education.

Background: Teacher education is a complex endeavor designed to prepare preservice teachers for the task of teaching physical education to students in K-12 schools. Yet, there is widespread criticism of teacher education outcomes within the United States and around the world. Consequently, teacher educators have been increasingly called upon to use evidence-based approaches in teacher education. Purpose: In this article, we discuss a teacher education reform called practice-based teacher education from macro and micro perspectives. Discussion: Practice-based teacher education emphasizes a curriculum that is focused on "relevance" defined in terms of what a teacher needs to know and do to be able to teach physical education. Evidence for curricular changes to physical education teacher education and to the content and pedagogies of methods and content classes are presented. We conclude with a discussion of how practice-based teacher education can address social injustice.

Higher education institutions are constantly being challenged to equip graduates with relevant knowledge and skills for entering an increasingly diverse and globalized economy and workforce. The authors summarize internationalization efforts in higher education as an alternative to the traditional study abroad experience, and they describe how one academic unit adopted the Collaborative Online International Learning (COIL) framework to facilitate students' cross-cultural learning.

This study aimed to explore in-service and pre-service teachers' experiences of conducting an online international collaboration unit, called CULTURE (the Culture Unit of Learning to Understand, Respect, and Empathize) in elementary school physical education in the U.S. and Japan. The study used a narrative research design using semi-structured interviews. The participants were 10 in-service and pre-service teachers from the two countries. A constant comparative method was used to interpret the data. Five emerged themes were: (a) Promoting cultural awareness and appreciation, (b) developing communication skills, (c) producing positive experiences for all, (d) project facilitators and barriers, and (e) applying to future professions. The CULTURE could be one of the approaches to facilitate the development of intercultural competence over time.

The purpose of this study was to create a valid and reliable volleyball common content knowledge (VB-CCK) test in secondary physical education contexts in the United States. Two physical education teacher educators served as content experts and developed test items for the VB-CCK test. We then established content validity with a group of in-service teachers and determined face validity with preservice teachers. The Rasch model was used in data analysis. The standardized residual contrasts for the items loaded in the range of -0.4 to 0.4, confirming the test was unidimensional and measured VB-CCK. Both infit mean-square residuals and outfit mean-square residuals were within the criterion range of 0.5 to 1.5 (infit = 0.8 to 1.1; outfit = 0.8 to 1.5), which showed the range of the question difficulties matched the respondents' knowledge levels. The item separation index was 3.46 (reliability = 0.92; an excellent level) and the person separation index was 1.55 (reliability = 0.71; an acceptable level). The results provided evidence of the range of question difficulties and respondents' knowledge levels. The Wright Map added additional evidence that the 40 questions were well distributed from easy to difficult levels and could discriminate different knowledge levels of preservice teachers' VB-CCK. The study was successful in developing a valid and reliable instrument for PETE programs to assess secondary VB-CCK of their preservice teachers. We propose future CCK studies for both elementary content and secondary content.

The purpose of this study was to describe how Japanese undergraduate students engage in learning in a physical activity basic instruction course, specifically, flag football. The study was situated in the framework of andragogy theory and used an explanatory (holistic) case study design. Participants were five Japanese undergraduate students with no prior experiences of learning flag football at a public university. Data sources included ten weeks of individual weekly journal reflections. A constant comparative method was adopted to interpret the data. Three emergent themes were: (a) "problem-solving based learning," (b) "the importance of reflective, cooperative, and collaborative learning," and (c) "application of flag football knowledge outside of class." To better support Japanese undergraduate students' learning experiences in the course, we encourage faculty and students to learn how to develop a blueprint of flag football, game strategies, and performance analysis that enables them to capture the nuance of content learning through problem-solving experiences.

In Physical Education Teacher Education programs, we argue that a focus on fewer models to be taught and learned would provide time for higher competence to be attained by preservice teachers in a curriculum limited in terms of contact hours. During their teacher training, preservice teachers should be given ample opportunities to practice the model and reflect upon their effectiveness in teaching it. We conclude the article by addressing in-service teachers and recommend starting with a model they find appealing in a content domain they are familiar with, and to tinker with their teaching to become more competent.

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs' adaptive competence in lesson plans. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a valid and reliable common content knowledge (CCK) instrument for pre-service teachers who teach fundamental tennis in secondary schools. The instrument, called the tennis CCK test for pre-service teachers (CCK-Tennis), was administered to 117 undergraduate students who were enrolled in physical education (PE) teacher education programmes at three universities in the United States. Two tennis content experts developed the CCK-Tennis and five in-service teachers reviewed the test to establish content validity. A total of 10 pre-service teachers took the test for pilot testing. The data were analysed using Rasch statistics (Linacre, 2011; Rasch, 1980). The authors judged the unidimensionality of the CCK-Tennis using the unexplained variance in the first contrast (2.59) and the standardized residual contrast one plot (-0.4 to 0.4). These data provided evidence that the test is unidimensional and measures tennis CCK. The results of infit (0.8 to 1.2) and outfit (0.5 to 1.5) mean square residuals showed that the difficulty of the questions matches respondents' knowledge levels. The item (5.32, Cronbach's [alpha] = 0.97) and person (1.71, Cronbach's [alpha] = 0.72) separation index and the Wright map showed that there are low to high knowledge levels of the respondents who took the test. The results illustrate that the CCK-Tennis is a robust, valid, and reliable tool that people can use in teacher education. Having valid and reliable measures for CCK is an essential step to improve teachers' instructional effectiveness from the area of content knowledge.

Purpose: There is little known about the state of teacher education programs in this field. The aim of this article is to provide a descriptive analysis of physical education and health education teacher education programs in the United States. Method: Using published curriculums, a census of active undergraduate teacher education programs and a more in-depth analysis of one program from each state based on interviews with program coordinators was conducted. Findings: Data are reported across nine categories: (a) institution and program classifications, (b) degree designations, (c) degree and major's hours, (d) enrollment, (e) program status and trends, (f) admission and graduation requirements, (g) curricular time, (h) faculty demographics, and (i) health education. Conclusions: The data show that there is a broad interpretation of what counts as physical and health teacher education in terms of curriculum, and there are significant and pressing challenges for the field to address moving forward. [ABSTRACT FROM AUTHOR]

Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators' experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to examine the effects of improving a physical education teacher's content knowledge and, in turn, the teacher's instructional effectiveness and student learning in an upper elementary physical education setting. Four classes were randomly assigned to either a comparison condition (n[subscript 4th] = 9 students; n[subscript 5th] = 17) or an intervention condition (n[subscript 4th] = 7; n[subscript 5th] = 10). The teacher taught both conditions. The teacher first taught two classes in the comparison condition in a manner that he had taught for the past five years. Following the completion of the teaching, he received a content knowledge workshop. After the workshop, the teacher taught two classes in the intervention condition. Assessment of the teacher following the workshop showed that he obtained higher content knowledge scores than prior to the workshop. These improvements in content knowledge positively impacted his enacted teaching with more appropriate task selection and better instruction. Student learning also significantly improved in the intervention condition, not in the comparison condition, from pre- to posttest. The findings of this study extend the research demonstrating the effectiveness of improving the content knowledge of teachers in impacting student learning, in this case in the upper elementary grade band.

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.

This study aimed to examine the common content knowledge (CCK) of tennis and volleyball among U.S. physical education PSTs at the time they entered their PETE program. A secondary purpose was to investigate the relationship between PSTs' CCK levels of volleyball and tennis when entering a PETE program. A total of 116 PSTs from seven universities in volleyball and 122 PSTs from eight universities in tennis participated in the study. The data sources included participants' demographic backgrounds and CCK assessments of volleyball and tennis. Descriptive statistics showed that PSTs' mean percentage of the correct scores for both volleyball and tennis CCK were below 45%. In addition, the linear regression analyses showed that university affiliation and playing experiences in volleyball accounted for 28.7% of CCK and university affiliation, sex, and playing experiences in tennis accounted for 22.2% of CCK. The findings of the study provide evidence to support the importance of teaching content knowledge in teacher education. [ABSTRACT FROM AUTHOR]

Background: Formal and informal professional development has played a central role in teachers' growth in Japan for many decades [Collinson, V., and Y. Ono. 2001. "The Professional Development of Teachers in the United States and Japan." "European Journal of Teacher Education" 24 (2): 223-248]. This is especially true for elementary school teachers, who are not licensed in a specific subject area. In Japan, teachers are trained for each school level separately, including kindergarten, elementary, secondary schools, and special needs education [Ministry of Education, Culture, Sport, Science, and Technology [MEXT]. 2018. "Principles Guide Japan's Educational System." Accessed August 6, 2018. http://www.mext.go.jp/en/policy/education/overview/index.htm.]. The lack of in-depth subject-specific training is a challenge for elementary school teachers, who are responsible for teaching all subject areas. For many decades, school districts have used a lesson study approach. In Japan, lesson study (emerged in the 1920s as professional development opportunities for in-service teachers) helps various types of knowledge become more visible for teachers, which might include colleagues' and mentors' feedback and suggestions about pedagogy and students' reflective and critical thinking. This also allows teachers to encounter new or different ideas and to refine their knowledge [Lewis, C. C., R. R. Perry, and J. Hurd. 2009. "Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case." "Journal of Mathematics Teacher Education" 12: 285-304]. The purpose of this study was to investigate Japanese elementary teachers' professional development (lesson study) experiences using the conceptions of andragogy in physical education (PE) in a metropolitan school district. Participants and setting: Six participants were selected from one elementary school located in a metropolitan city in Japan. There were (a) 2 lesson study presenters, (b) 1 mentor, (c) 1 professional development coordinator, (d) 1 school principal, and (e) 1 school district PE coordinator. Approximately 600 children were enrolled in the school, and there was a total of 33,506 elementary children in the school district. Research design: The research method was descriptive-qualitative, using an in-depth, semi-structured interviewing approach [Seidman, I. 1998. "Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences." 2nd ed. New York: Teacher College Press]. "Data analysis: A thematic analysis method" [Fereday, J., and E. Muir-Cochrane. 2006. "Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development." "International Journal of Qualitative Methods" 5 (1): 80-92] was used to explore, describe, and interpret the data. This allowed the researchers to uncover emergent themes in the data. In the conceptions of andragogy, through thematic analysis, the researchers searched for key or meaningful phrases or words that expose the characteristics of in-service teachers. Findings: Explainable by the conceptions of andragogy, three major interrelated and complex themes emerged from the data analysis: (a) "challenges," (b) "vitalness of a mentor's role," and (c) "self-directed learner." The lesson study approach is an effective way for teachers to reflect on their instruction and promote instructional change. To continue to support teachers to improve their quality of instruction, there is an ongoing need to heighten awareness among teachers, administrators, and researchers to ensure that attention is directed to the learning outcomes of children.

The purpose of this study was to describe Japanese elementary classroom teachers' experiences of teaching gymnastics in physical education. This study used a descriptive qualitative approach, grounded in the classroom ecological model, using in-depth, semistructured interviews about teaching gymnastics in physical education. Five teachers (4 males, 1 female) from five public elementary schools in Tokyo, Saitama, and Chiba regions of Japan voluntarily participated in this study. Three major interrelated and complex themes emerged from the data analyses: (a) facilitating peer feedback to improve student learning, (b) holding students accountable using self-reflection and self-evaluation, and (c) the struggles of executing ideal lessons. The findings demonstrate the reciprocal and dynamic nature of the teaching-learning environment in Japanese elementary physical education. Teachers must understand their students' learning interests and motivations and develop student social task systems in gymnastics lessons.

Purpose: This study examined the extent to which fundamental motor skill competence (FMSC; locomotor and object control skill competence) and perceived physical competence (PPC) predicted physical activity levels and sedentary behaviors during free-play time at preschool. Method: A total of 72 children (girls n = 33, boys n = 39; M[subscript age] = 4.38, SD = 0.85 years) were recruited from two preschools. Fundamental motor skill competence was measured using the Test of Gross Motor Development - 2nd edition, and PPC was assessed using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance. Physical activity was measured using accelerometers. Results: Children engaged in light physical activity 19.66%, and moderate to vigorous physical activity (MVPA) 36.41%, and sedentary behaviors 43.94% of their free-play time. Since no correlation was observed in light physical activity with any variables, a hierarchical multiple linear regression was run for MVPA and sedentary behaviors. The results illustrated 38.9% of the variance in MVPA during free-play time was predicted by FMSC and PPC, after controlling for age and sex, with locomotor skill competence as a significant predictor (t= 2.98, p < 0.05). For sedentary behaviors, the 32.9% of the variance during free-play time was predicted by FMSC and PPC, after controlling age and sex, with locomotor skill competence as a significant predictor (t = 2.72, p < 0.05). Conclusion: The findings highlight the importance of developing FMSC and positive PPC during early childhood to enhance physical activity engagement during free-play.

The purpose of this article is to introduce a collaborative online international exchange unit for physical education called CULTURE (Cultural Unit of Learning To Understand, Respect, and Empathize). The cultural unit occurred in the Fall of 2019 between an elementary school in New Jersey, U.S., and two elementary schools near Tokyo, Japan.

Background: The shifting demographics of the United States population remains a central challenge for the education sector. A pressing concern rests with the continued cultural gap that exists between a largely homogenous teacher labor force and an increasingly heterogeneous student population. Provided the longstanding existence of a cultural gap, there have been calls for scholars to identify strategies that could help current and future teachers bridge this gap in their classrooms. Purpose: The purpose of this study was to generate consensus regarding the strategies physical education teacher education (PETE) programs can adopt to develop cultural competence among physical education teacher candidates. Method: The study employed a three-round Delphi process involving the repeated circulation of a survey to panel members (N = 12) with a record of pedagogic and/or scholarly engagement with cultural competence. In Round-I, participants were provided an open-ended question that prompted them to list up to ten strategies a PETE program could use to promote cultural competence in teacher candidates. During Round-II, participants were then asked to rate the list of strategies regarding the impact and contextual feasibility within a PETE program. In Round-III, participants again rated the same list of strategies with the considerations of other panelists' ratings. Results: The Delphi panel created an initial list of 37 strategies that could be used to develop cultural competence in teacher candidates. Round-II and Round-III data were analyzed using descriptive statistics to calculate group means. Expert consensus determined eight cultural competence strategies as the most impactful and feasible for PETE programs. The eight strategies illustrated how cultural knowledge, critical awareness, skill development, and environmental supports all need to be addressed. Faculty buy-in and departmental leadership were also identified as critical to executing those strategies. Discussion/Conclusion: The list of strategies is not intended to be exhaustive; however, it does provide a guide for PETE faculty to start the process of promoting cultural competence. In light of the growing societal emphasis on issues pertinent to the cultural gap in teaching, the authors encourage further investigation of the actual impact and feasibility of these strategies.

The purpose of this study was to investigate Japanese elementary teachers' professional development experiences in physical education in Japan. Participants were nine teachers from four public elementary schools. Data sources included semi-structured face-to-face interviews and annual physical education professional development portfolios. Three themes emerged from the data analyses: (a) "the importance of mentoring for teachers' growth," (b) "annual in-house physical education portfolios as a professional development tool," and (c) "the dilemma of being an independent learner in collective culture." The findings suggest that having access to past portfolios developed by previous teachers helped the Japanese elementary teachers to conceptualize the contents of professional learning that facilitated their transitions when they changed their teaching settings. To continuously grow as a teacher, they need to become independent learners who can make decisions about their instruction, identify the weaknesses of their instruction, and understand the impact of their pedagogy on their students' learning.

Purpose: Common and specialized content knowledge (CCK and SCK) and performance are requirements in the Society of Health and Physical Educators America initial physical education teacher education (PETE) standards, yet relationships among these requirements are unclear. The authors examined relationships among CCK, SCK, and performance. Method: A total of 127 students were recruited from basic instruction courses (non-PETE majors; n = 51) in which they were taught how to perform a sport and PETE major courses (PETE majors; n = 76) and a sport and SCK. Pre- and posttests on CCK, SCK, and performance were conducted in volleyball, basketball, badminton, and tennis. Results: No relationships among three measures were found. The non-PETE majors improved their scores in CCK and performance, whereas the PETE majors improved their scores in all three measures (CCK, p <0.001-0.002; SCK, p = 001-0.002; and performance, p < 0.001-0.006). Discussion/Conclusion: Teaching CCK, SCK, and performance is essential for the professional development of teachers as improving one does not appear to improve another. The study also demonstrates that CCK, SCK, and performance can be taught together within a course.

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs' lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection. [ABSTRACT FROM AUTHOR]

Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential.Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs.Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University.Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action.Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC. [ABSTRACT FROM AUTHOR]

This study investigated undergraduate students' study habits and learning experiences in an online lifespan motor development course. The study was based on the theory of transactional distance. Seven undergraduate physical education majors enrolled in an online course at a Midwestern public university in the United States participated in this study. Data were collected via face-to-face interviews, e-mail communication, bulletin board discussion logs, computer-based quizzes and exams, and a research writing project. Four interrelated themes underpinned by the theory of transactional distance emerged. Data were interpreted through a constant comparative method including (a) transition from experiential to visual learning, (b) how to use a textbook in an online course, (c) computer-based test anxieties, and (d) social justice and diversity sensitivity. The ideal online course puts a set of student tasks (i.e., lectures, projects, and assignments) at the center of the course to constitute the learning experiences of students either independently or collaboratively. Although the study was conducted in the context of the lifespan motor development online course, the recommendations can be applied across different content areas in the kinesiology field.

This article introduces a sequence of movement tasks to teach one-handed sidearm striking with a short implement to preK- to second-grade children. Although one-handed sidearm striking is a complex skill, learning this skill during early childhood would expand future opportunities for children to engage in various lifetime physical activities.

Badminton is a popular sport played across the lifespan. This article introduces a knowledge packet for the teaching of badminton to upper elementary students. The knowledge packet consists of a content map, task descriptions, and an assessment. The content map illustrates progressions and sequences of tasks. The descriptions of the tasks, equipment, cues, and expected student errors are illustrated in the task description element. The introduced assessment can be used both formatively and summatively. The knowledge packet is underpinned by five pedagogical principles: (a) modifying the equipment, court, and rules, (b) fostering successful rallies, (c) teaching working techniques, (d) selecting developmentally-appropriate content development, and (e) using the progression of game content. Successful skill learning experiences in upper elementary years facilitate students' engagement in lifelong physical activities. To promote this process, providing developmentally-appropriate instruction with enjoyable experiences is essential.

The purpose of this study was to describe pre-service teachers' practicum experiences of teaching physical education to PreK children. A total of 15 pre-service teachers (male = 10, female = 5) in a physical education teacher education program participated in the study. This study used an explanatory case study design and was situated by occupational socialization theory. Data were collected from pre- and post-practicum journals, which included a pre-and post-confidence five-point Likert scale, and eight during-practicum journals. Three themes emerged from the data analyses: (a) improved confidence levels of teaching PreK physical education through the practicum, (b) the non-linear nature of improvement to utilize basic pedagogical skills, and (c) strengthened beliefs toward PreK physical education and being physical educators in general. In conclusion, successful practicum experiences are impactful for professional socialization of pre-service teachers to teach not only PreK physical education, but also physical education in general.

With the introduction of the Every Student Succeeds Act (ESSA) in 2015, physical education is now considered a part of a "well-rounded education." One of the critical features of ESSA is the growing expectation for states to establish accountability systems that monitor student learning. In 2018, a group of researchers conducted a study to examine the status of state-level accountability systems in physical education. Based on the findings, critical elements for robust accountability systems of student learning were identified. The purpose of this article is to discuss recommendations for policymakers and school leaders to develop and implement robust state-level accountability systems to inform policy, standards, curriculum, instruction, and assessment in physical education. To better advocate for the societal value of physical education, robust accountability systems must become the norm, and student learning should be evident.

The purpose of this study was to investigate elementary teachers' experiences of physical education professional development in depopulated rural school districts in Japan to provide future directions to offer effective support for teachers in unique teaching contexts. The study was situated in the framework of andragogy theory. Participants were five elementary teachers. Data sources included individual semi-structured interviews and professional development materials. Three emergent themes were: (a) "The needs of providing context-specific professional development," (b) "the limitations of child-centered professional development," and (c) "insufficient preparation to be physical education directors." There are unique challenges in teaching physical education in a depopulated rural school environment, and the needs of providing context-specific professional development were evident. Establishing collaborative professional communities are key to facilitate teachers' self-directed learning in such environments, which is the premise of andragogy theory.

Purpose: Instructional tasks are a form of content knowledge that can be defined as specialized content knowledge (SCK). We examined the changes in the use of instructional tasks and SCK index scores of preservice teachers from methods to final practicum. Method: Five preservice teachers were observed through the methods practicum where they taught a small group consisting of six to eight students and then through final practicum where they taught whole intact classes. A modified version of content development categories and formula to measure the depth of content development was used. SCK index scores of the preservice teachers created by the formula were used to compare the changes from methods with final practicum. Results: The results showed an increase in the mean SCK index scores of the preservice teachers from methods practicum to final practicum. The use of informing and extending-applying tasks decreased in the final practicum, while an increase occurred in the use of refining and applying tasks. Discussion/Conclusion: Increase in the mean SCK index scores seemed to reflect the strong SCK emphasis of the physical education teacher education program. It can be concluded that SCK can and should be taught to preservice teachers.

A teacher cannot teach what they do not know. Previous studies have demonstrated that increasing teachers' content knowledge (common content knowledge [CCK] and specialized content knowledge [SCK]) enhances teachers' teaching effectiveness, which in turn results in better student learning. In the limited curricular space available in physical education teacher education (PETE) programs, maximizing the allocated time for developing content knowledge among preservice teachers is crucial. The purpose of this article is to propose strategies for teaching content courses to develop preservice teachers' content knowledge using examples from volleyball. Various pedagogical strategies to develop content knowledge that can be used in classroom settings (e.g., repeated assessment, scaffolding, and modeling in different forms) are introduced. Increasing the amount of peer teaching and teaching of preK-12 students are also effective strategies to promote preservice teachers' learning of content knowledge and its application. [ABSTRACT FROM AUTHOR]

Tennis is a lifelong physical activity that is played from young childhood to adulthood. Tennis can be used to meet several of SHAPE America's National Standards and Grade-level Outcomes for K-12 Physical Education in elementary school. Specifically, tennis is tied to outcomes relative to "striking with a short implement" in the manipulative skills category in National Standard 1. While the learning outcomes in striking are not specific to tennis, tennis provides a context for their teaching. This article introduces an evidenced-based knowledge packet of 14 instructional tasks to teach tennis to upper elementary students. The focus of this packet is on beginning tennis, which would be taught to upper elementary grades students who are transitioning from learning discrete skills to learning to apply those skills in developmentally appropriate games. The tasks in the knowledge packet are underpinned by Rink's four stages of game development model and the concept of content development.

Purpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity instruction classes (n = 119), where the focus of instruction was on learning to play (common content knowledge), or physical education teacher education movement classes (n = 72), where the focus of instruction was on learning to teach (SCK). Content maps were used to assess the SCK of the study participants prior to and after receiving instruction in badminton, tennis, basketball, and volleyball. Results: Non-parametric statistics showed significant differences in pretest scores. However, these differences were determined to be not meaningful. Pre-post gains were significant for both groups but, meaningfully different only for the teaching group. Discussion: Findings demonstrate that (a) SCK is not acquired in any depth from engagement in K-12 physical education and extracurricular experiences, and (b) can be explicitly taught to teachers.

The purpose of this study was to explore elementary physical education teachers' perceptions toward prominent socializing agents (e.g. students, administrators, and parents/guardians) and related factors during the COVID-19 pandemic. A total of 15 elementary physical education teachers participated in semi-structured interviews. Using conventional qualitative content analysis techniques, these themes were identified: (a) teachers' perceptions of working through the pandemic, (b) teachers' perceptions of parental/guardian support through the pandemic, (c) teachers' perceptions of parental/guardian support through the pandemic, and (d) thinking beyond the pandemic. Participant data highlights that the pandemic's impact on elementary physical education teachers was not uniform across all experiences. Instead, teachers' experiences through the pandemic were distilled across a continuum. This study offers additional evidence on key socializing agents' impact on physical educators and discusses future practical and research-based considerations for the field. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore women physical education teacher education faculty's experiences in Japan and the United States, using an exploratory descriptive case study design. The conceptual framework of the faculty's job satisfaction underpinned the study. A criterion sampling approach was employed to recruit participants. In total, seven Japanese and eight U.S. women faculty members took part in the study. Data were collected from a survey and a semistructured interview. The semistructured interviews served as the primary source of data. The survey data were analyzed using descriptive statistics, and the frequency of the responses was calculated. An inductive thematic analysis was employed to analyze the interview responses. Triangulation, member checking, and peer debriefing ensured the trustworthiness of the data. Relative to overall job satisfaction, the U.S. faculty tend to have higher satisfaction levels in teaching achievement, research expectations, and research productivity compared to Japanese faculty. Four themes were identified from the interview responses: (a) persisting social norms and stereotypes toward women, (b) women's representation matters, (c) juggling dual roles of being faculty and a mother, and (d) lack of support for mothers at work. This study provided the first evidence of women faculty members' experiences and perspectives in the field of physical education teacher education in Japan and the United States. Continuous discussion and effort are crucial to creating a more inclusive and supportive environment for all. [ABSTRACT FROM AUTHOR]