JOPERD: Journal of Physical Education, Recreation and Dance

Strength and Conditioning in Physical Education: Meeting the Needs of All Students by Design

Ben Kern, Alec Wright, Art Tolhurst, and Jake Morrison

Physical education (PE) teachers, particularly in secondary settings, are becoming increasingly responsible for instruction in weight room/fitness facility settings. However, due to limited training during teacher education and few professional development opportunities some may lack adequate expertise to ensure safe and effective strength and conditioning (S&C) learning experiences for students. In addition, due to the wide variety of student skill levels, interests (athlete vs. non-athlete), and physical capabilities in PE, designing instruction that meets the needs of all students can be a challenge. Therefore, this article provides a framework for guiding PE teachers in developing programming that meets the needs of all students in their classes, as well as suggestions to help achieve quality educational outcomes while maintaining a safe, organized, and efficient S&C environment.

The Road to a Self-Directed Learner in Physical Education: A Digital Reality–Compatible Pedagogy

Eyal Weissblueth and Alon Hirsh

In the rapidly changing world of today, the learning skills required have evolved and require more activity, mental flexibility, and the ability to filter and prioritize data. Traditionally, physical education’s (PE) "teacher-centered" teaching methods place the teacher at the center, making decisions in an autocratic manner that fits Mosston’s “Command style.” Most of the information is with the teachers, and the students need their input to progress. According to Mosston and Ashworth, in the Self-Regulated Learning (SRL) approach, teachers direct students to find an answer that helps them reach their learning goals and allows them to be involved in thinking about a specific movement problem or tactical concept. This embodies independent learning, since students take full responsibility of their development and learning. The SRL approach that integrates digital tools has been proven to work over many years and is highly effective by PE teachers. This article offers examples from the world of PE using direct digital media links to benefit PE teachers.

Professional Learning in Physical Education

Luke Jones

Professional learning in physical education is typically experienced as a coaching course where the predetermined content is delivered to teachers in short, one-off sessions. This approach can have value, but greater interest is now being shown in more transformative approaches to professional learning that are based on sustained collaboration with peers within the context of the physical education teacher’s classroom. This article examines three such approaches: practitioner enquiry, lesson study, and the teacher research group. More specifically, it shares findings from relevant empirical studies, particularly the author’s own research, to understand the potential values of these approaches and identify the features that provide support for teachers and lead to progress in students’ learning.

When Should Stretching Be Programmed into Physical Education Lessons?

Duane Knudson

Until recently, fitness and sport physical education lessons often began with stretching. Given the limited time of most physical education periods, it is essential that stretching be implemented in an evidence-based fashion. The last 30 years have seen a revolution in knowledge on the acute and chronic effects of stretching, igniting dramatic changes in stretching and warm-up routines for vigorous physical activity. This article highlights what physical educators need to know about this dramatic change in understanding, the difference between acute and chronic responses to stretching, and how to teach evidence-based stretching. Modeling informed decision-making about stretching to improve performance and maintain adequate levels of flexibility for safe movement are important objectives for every physical educator.

Understanding Parents’ Views on Physical Education and Physical Activity: Implications to Avoid Negative Experiences

Pablo Saiz-González, Jose Coto-Lousas, Damián Iglesias, and Javier Fernandez-Rio

Parents’ supportiveness plays a crucial role in promoting healthy habits during childhood. Moreover, according to the literature, mothers’ and fathers’ attitudes toward physical education (PE) and physical activity (PA) are connected to their children's PA behaviors. This article shares data from a questionnaire to ascertain parents’ views on PE and PA. Results show that parents' own negative experiences in PE were associated with a lower perceived importance of PE, PA practice, and PA with their children (i.e., the worse the experience, the lower the perceived importance). Moreover, three reasons emerged for their negative memories: (1) traditional health-focused content, (2) stringent skill evaluations; (3) and PE being perceived as a marginal subject. Thus, reducing negative experiences in PE could be an effective strategy to prevent negative stereotypes about the subject (thereby increasing current and future parental support for the subject and PE teachers) and to encourage greater adherence to a healthy lifestyle later in life.

EDITORIAL

EdTPA — More Like Dread-TPA

Craig Parkes

This editorial uses the author’s experiences of guiding preservice teachers through edTPA, empirical case study research on the subject, and the body of existing literature to suggest that edTPA does more harm than good when developing and evaluating future high-quality physical and health educators.

TEACHING TIPS

Professional Collaboration: Team Lesson Planning and Team Teaching in a Health and Physical Education Methods Course

YuChun Chen

This article presents a team-planning and team-teaching approach to lesson planning for early field experiences used in one HETE/PETE program that has been successful, in which each member of a group writes one lesson plan on different days within a health or physical education unit.

TEACHING TIPS

Integrating the Thirdspace Movement Model into Elementary Physical Education: Practical Strategies for Inclusivity and Engagement

Marcus Johnson

The Thirdspace Movement Model builds on critical theory to create an inclusive, reflective approach to physical education. This article highlights how the Model can address common challenges in engaging diverse learners, fostering inclusivity, and promoting critical reflection.

TECHNOLOGY TIPS

Using Exergaming for Teaching Children with Autism in Physical Education

Sevim Aksit, Emine Busra Yilmaz, Ferman Konukman, Andrew Sortwell, and Ertan Tüfekçioglu

This article aims to provide physical education teachers with tips to help them become more effective in catering to the needs of students with ASD by using innovative program options such as exergaming.

THE LAW AND YOU

Missteps in the Classroom

Janet S. Mariano and Jhomel E. del Rosario

This case explores the complex issue of teacher misbehavior and the associated due process within the context of higher education. The case underscores the critical importance of both maintaining professionalism within the education sector and procedural fairness in the disciplinary actions concerning educators.