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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, [...]

Adventure-based learning (ABL) is a sequenced curriculum using structured physical and teambuilding activities that create the space for participants to work on group communication, cooperation, trust, and problem solving. Reflection (i.e., debriefing) is an essential aspect of the ABL curriculum (Cosgriff, 2000). A debrief in ABL is the reflective component that provides opportunity for students to construct meaning from the activities through student-centred discussion. Physical education (PE) teachers can use ABL to promote intrapersonal and interpersonal relationship skills (HRS) in an effort to establish community within the classroom (Dyson & Sutherland, 2014; Sutherland & Stuhr, 2014). The purpose of this qualitative case study was to investigate middle school students' perceptions of their BRS while involved in a 15 lesson ABL unit of instruction during PE. Four themes developed from the data, with each theme representing a learning outcome stage: connecting to the ABL activities, valuing HRS worked on in the ABL activities, developing HRS within PE, and transferring IIRS outside the classroom. The ABL curriculum used within this PE setting produced student outcomes associated with IIRS necessary to function effectively in society. The findings indicated that the students were able to connect with, value, develop, and even transfer IIRS that were taught during the ABL unit. This study demonstrated that an ABL curriculum could produce student-learning outcomes that promote social and emotional learning. Key words: adventure learning, neurobiological lens, brain resilience, scientific platform, psycho-social equilibrium, Adventure-based Learning (ABL) is a sequence of highly structured physical activities and periods of reflection (i.e., debriefs) with the aim to promote personal and social development (Cosgriff, 2000). ABL has [...]

Previous studies in education have inspected the relations between students' autonomous versus controlled motivation and relevant outcomes. In most of those studies a global index of self-determined motivation was created. The purpose of this article was to examine (a) how the different types of motivation proposed by Self-Determination Theory combine into distinct profiles as identified by cluster analysis and (b) the links between those profiles and objective criteria of achievement. In Study 1, motivation toward physical education was assessed at the beginning of a 10-week gymnastics teaching cycle, and performance was assessed at the end of the cycle among a sample of high school students (N = 210). Study 2 (N = 215) extended Study 1 by controlling students' initial performance, measuring the effort they exerted and recording their grades. Cluster analyses revealed three motivational profiles: self-determined, non-self-determined, and moderate levels of both types of motivation. Path analysis showed that the self-determined profile was related to the highest achievement. The results are discussed in terms of their implications for the assessment of students' motivation and the consequences of motivational profiles for educational outcomes. Keywords: self-determination theory, motivational profile, achievement

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 [...]

Byline: David Kirk (1) Keywords: biopower; curriculum history; games; physical education; physical training; schooling bodies; social epistemology; sport Abstract: Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised and diffuse form.This focus on the body is of key importance fora social epistemological study of physicaleducation because it forces us to look closelyat the practices constituting physicaleducation. Author Affiliation: (1) Department of Physical Education, Sports Science and Recreation Management, Loughborough University, Loughborough, Leicestershire, LE11 3TU, UK Article History: Registration Date: 03/10/2004

Byline: Barbara Satina (1), Francine Hultgren (2) Keywords: bodily competence; embodiment; gender equity; physical education Abstract: The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). The bodies of girls have traditionally beenrelegated to absent entities within thelearning environment, including in physicaleducation. A meaningful education, one thatembraces embodiment, would balance differenttypes of learning experiences, so that thevarious aspects of being are all considered andblended. Such a holistic approach to schoolingwould occur by providing an environment inwhich the needs of all students are valuedthrough efforts that defy the culturalstereotypes and preconceptions of the largersociety. Author Affiliation: (1) Kinesiology Department, The Pennsylvania State University, Recreation Building, University Park, PA, 16802, USA (2) Department of Education Policy and Leadership, University of Maryland, Benjamin Building, College Park, MD, 20742, USA Article History: Registration Date: 03/10/2004

Byline: Michael Gard (1), Jan Wright (2) Keywords: body; certainty; health; knowledge; obesity discourse; physical education; risk Abstract: This paper considers the role of physicaleducation researchers within current publicconcerns about body shape and weight. UsingUlrich Beck's notion of `risk' it examines howcertainty about children, obesity, exercise andhealth is produced in the contexts of `expert'knowledge and recontextualised in the academicand professional physical education literature.It is argued that the unquestioning acceptanceof the obesity discourses in physical educationhelps to construct anxieties about the body,which are detrimental to students and silencesalternative ways of thinking and doing physicaleducation. Author Affiliation: (1) Allen House, Human Movement Studies Unit, Charles Sturt University, Bathurst, NSW, 2795, Australia (2) Faculty of Education, University of Wollongong, Wollongong, NSW, 2522, Australia Article History: Registration Date: 03/10/2004

Byline: Nate McCaughtry (1), Inez Rovegno (1) Keywords: depth; experience; meaning; movement Abstract: Many in education suggest that to have studentsadopt healthy and active lifestyles, then theymust be offered meaning rich physical activityexperiences. This paper adds to thisconversation in two ways. First, this paperadds depth and richness to traditionalconceptualizations of the meaning in movement.In doing so, we interrogate the physical,cognitive and affective meaning that studentsmay derive from participation in movement.Second, this paper examines the role ofphysical activity in theme-based, integratedcurriculum. We highlight how physical activitycan be incorporated into theme-based units insubstantial and non-trivial ways. Author Affiliation: (1) Department of Health and Human Performance, Nate McCaughtry and Inez Rovegno, Box 870312, Tuscaloosa, AL, 35487, USA Article History: Registration Date: 03/10/2004

The most abused and neglected class in social curricula is physical education and the main reason for its present condition in US high schools is attributed to administrative neglect. The main objective of the program should be fitness, and it also has to motivate and challenge the student. The teacher is the key to this program's success, and a charismatic, dedicated and talented person can made the program successful.

This research examines potential barriers to learning Personal Development, Health and Physical Education in schools characterised by religious diversity. Year 9 students at four high schools were surveyed. Participants completed [...]