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On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study's results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology-related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training., On March 12, 2020, the World Health Organization proclaimed a global pandemic as a result of the COVID-19 outbreak. The health, economic, and educational repercussions felt for all of 2020 [...]

Preparing future teachers is a complex endeavor, yet there are tools that help prepare preservice teachers (PST). One tool is digital video (DV). DV provides opportunities for PST to see and hear themselves teach and make the needed corrections in their lessons and activities. This study examined the accounts of elementary education majors' experiences with DV self-analysis and how these related to noticing skills in their teaching elementary physical education lessons. The PST benefited from noticing themselves teach and that DV is an appropriate tool in the preparation of PST., The preparation of new physical education teachers is a complex endeavor that encompasses many and varied pedagogical elements often organized into three broad categories: instruction, management, and discipline. In turn, [...]

Professional development (PD) plays an important role in the quality of K-12 physical education teachers (PETs) and PD policies affect the implementation of PD at the state level in the United States. To date, no studies have examined PD policies for PETs. Therefore, this project aimed to examine changes of state PD policies for PETs from 2001 to 2016. Document analysis method was used in the analysis of data included in the Shape of the Nation Report: Physical Education Programs in the US. The five editions of the report were coded with a focus on PD requirements and state financial support for PD. McNemars test was performed in the examination of the significant percentage change in K-12 PD policies for PETs during the time period. About 10%-20% of states did not have any PD requirements and less than one third of states required physical education-specific PD since 2001. Although the percentage of states providing support specific for PETs significantly increased in 2016, the overall percentage of state PD support for PETs was less than 30%. There were significant positive changes in making PD specific for PETs and state support for PD from 2001 to 2016. Future state Pd policies need to be aligned with how PETs learn, focusing on what, when, and how PD should be implemented for PETs., Continuing professional development (CPD) is one of the most effective strategies to improve teacher quality among various approaches, mostly because of the critical role of teachers in schools (Brener et [...]

This study employed occupational socialization theory to explore three physical education preservice teachers' (PSTs) perceptions of assessment during an alternative field-based experience. A phenomenological approach guided this study, and data were collected through autobiographies, lesson plans, video recordings of teachings, and three rounds of interviews per participant. Data were examined through thematic collaborative qualitative analysis. Three major themes emerged: (a) out of sight, out of mind: assessment disappears in actual teaching practices; (b) PSTs valued assessment; and (c) PSTs' socialization impacted assessment practices. There were subsequent subthemes within each theme. The results suggested PSTs valued assessment; however, their socialization influenced their lack of assessment implementation even with supports at the alternative field-based setting., To ensure physical education (PE) preservice teachers (PSTs) are aware of assessment benefits, professionals in the PE field have highlighted assessment literacy as an area of potential growth in PE [...]

The purpose of this study was to examine the relationships between students' perceived motivational climate (mastery and performance), satisfaction of basic psychological needs (autonomy, competence, and relatedness), and self-talk (positive and negative) in physical education (PE). Six hundred six students (282 males, 315 females, 9 did not provide their gender), aged 10 to 17 years old (Mage = 13.32 [+ or -] 2.12), from seven primary schools (n = 250), five secondary schools (n = 131), and eight high schools (n = 225) in Greece voluntarily participated in this study. During a PE class, students completed online a number of valid and reliable questionnaires measuring perceived motivational climate, basic psychological needs, and self-talk. Results showed that students' positive self-talk was positively related to mastery motivational climate, autonomy, competence, and relatedness. In contrast, negative self-talk was positively related only to performance motivational climate and negatively related to perceived mastery climate, competence, and relatedness. Separate hierarchical regression analyses revealed that perceived mastery climate and competence were the most significant predictors of students' positive self-talk. On the contrary, perceived performance climate, competence, and autonomy were the most significant predictors of students' negative self-talk. On the basis of the results, it seems that PE teacher-initiated motivational climate and satisfaction of basic psychological needs is strongly related to students' self-talk., People during their daily activities have thoughts. These thoughts may be related to the activity being performed or could be completely irrelevant to the subject matter. We often do not [...]

Physical education college preparation programs continue to require only one adapted physical education (APE) course. Due to the importance of the one APE course often provided to preservice physical education, this study investigated the status of introductory APE courses across the United States. A content analysis of the course descriptions and objectives was completed on 30 syllabi from introductory APE courses, and descriptive information from the syllabi was collected. The most common topics covered included intellectual disability (n = 21), physical disability (n = 21), and assessment (n = 20). The content analysis revealed four area of emphasis: (1) disability characteristics, (2) teaching strategies, (3) advocating for individuals with disabilities, and (4) history and legislation. Further research needs to determine faculty's rationale behind the content they choose to cover and the effectiveness of physical education teacher training programs in preparing future physical educators to teach students with disabilities., Physical education teacher education (PETE) university programs are challenged to prepare highly qualified physical educators, which includes the ability to effectively instruct students with disabilities (Ayers & Housner, 2008; Kwon, [...]

This study examined the impact of including a formal requirement of achieving predetermined energy expenditures as part of students' participation grades during a Sport Education-based college physical education class. Calorie consumption was measured using the Heart Zones Blink 3.0 sensor, and the percentage of students who reached the lesson target was calculated across a 15-week semester. The instructor kept a weekly journal and students participated in interviews at mid and end of term. Results showed that the average calorie consumption across the semester well exceeded the daily targets, while the percentage of students who reached the daily challenge cutoff ranged from 77% to 100% (average = 87%). Analysis of the journal entries and interviews resulted in the generation of four themes: students' commitment to reaching the activity targets, group-based strategies for achieving physical activity targets, activity consequences of officiating roles, and activity challenges problematized skill development for some., For over 100 years, colleges and universities in the United States have offered physical education or physical activity programs to their students for course credit. Although these programs have been [...]

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music duringgames/activities for the purpose of improving student moods and subsequent activity levels., A goal for education across all content areas is to create a positive learning environment that will give students opportunities to learn. One opportunity educators have, and continue to use, [...]

Abstract This paper presents research on the reflective process from a physical education preservice (PEP) teacher's perspective. A PEP teacher, a participant-as-researcher, analyzed the reflective journals (N=88) of her peers [...]

Abstract In many states, it is necessary for those seeking an elementary school teaching credential to complete a physical and health education methods class. Usually, the responsibility to teach these [...]