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We have each been given a name. With this given name, we are known among our families, friends, and other associates. Our name becomes an integral part of our identity. A common and important place where a person is addressed by name is the educational setting, more specifically a school setting, including physical education (PE) classes. The PE setting offers many opportunities for teachers and students to use student names. The purpose of this study was to investigate the use of PE teachers using each student’s given name, along with the effect of this use on students. For this study, 278 junior high school students (165 males, 113 females) were surveyed regarding teachers using student names in PE class. This study found that junior high PE students liked when their PE teacher knew and used their name in PE class. From these results, it is hoped that PE teachers seriously consider this aspect of pedagogy of using student names as they interact with their students. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The world requires that people interact with those they work with, live with, and play with. Because of these interactions with others, it is important that people exhibit proper social skills to get along and be successful in everyday activities. Within an educational context physical education (PE) class is a prime place for students to learn social skills and interact with classmates and their teachers properly. Research has been conducted in the context of PE with populations of K-12 students and PE teachers. Yet there is a paucity of research with physical education teacher education (PETE) majors regarding social skills in PE class. Thus, the purpose of this study was to investigate PETE majors' perceptions and opinions of social skills in PE. For this study, 30 PETE majors (5 males, 25 females) from a private university in the Western United States were surveyed regarding their perceptions and opinions of social skills in PE class. It was generally found that PETE majors feel they will play an important part in teaching students' proper social skills, sportsmanship is an important aspect in PE class, and PE class is a great context in which to teach social skills compared to other content areas. [ABSTRACT FROM AUTHOR]

Background: Declines in iron status are frequently reported in those who regularly engage in strenuous physical activity. A possible reason is increases in the iron regulatory hormone hepcidin, which functions to inhibit dietary iron absorption and can be induced by the inflammatory cytokine interleukin-6 (IL-6).Objectives: The current study aimed to determine the impact of a prolonged bout of running on hepcidin and dietary iron absorption in trained female and male runners.Methods: Trained female and male collegiate cross country runners (n = 28, age: 19.7 ± 1.2 y, maximal oxygen uptake: 66.1 ± 6.1 mL $\cdot$ kg -1$\cdot$ min-2, serum ferritin: 21.9 ± 13.3 ng/mL) performed a prolonged run (98.8 ± 14.7 min, 21.2 ± 3.8 km, 4.7 ± 0.3 min/km) during a team practice. Participants consumed a stable iron isotope with a standardized meal 2 h postrun and blood was collected 1 h later. The protocol was repeated 2 wk later except participants abstained from exercise (rest). RBCs were collected 15 d after exercise and rest to determine isotope enrichment. Differences between exercise and rest were assessed by paired t tests and Wilcoxon matched-pairs signed rank tests. Data are means ± SDs.Results: Plasma hepcidin increased 51% after exercise (45.8 ± 34.4 ng/mL) compared with rest (30.3 ± 27.2 ng/mL, P = 0.0010). Fractional iron absorption was reduced by 36% after exercise (11.8 ± 14.6 %) compared with rest (18.5 ± 14.4 %, P = 0.025). Plasma IL-6 was greater after exercise (0.660 ± 0.354 pg/mL) than after rest (0.457 ± 0.212 pg/mL, P < 0.0001). Exploratory analyses revealed that the increase in hepcidin with exercise may be driven by a response in males but not females.Conclusions: A prolonged bout of running increases hepcidin and decreases dietary iron absorption compared with rest in trained runners with low iron stores. The current study supports that IL-6 contributes to the increase in hepcidin with prolonged physical activity, although future studies should explore potential sex differences in the hepcidin response.This trial was registered at Clinicaltrials.gov as NCT04079322. [ABSTRACT FROM AUTHOR]

For athletic coaches, there are many methods to coach athletes. One method that may not be as common, or even thought of as coaching, is silence. Silence is when the coach does not speak but is thinking of specific team, player, and competitor items. The purpose of this study was to interview consistently successful high school baseball coaches with an emphasis on their silence as a coaching behavior. Five successful high school baseball coaches in the southeastern United States were interviewed. Generally, it was found baseball coaches were strategizing, or thinking of baseball-related items while being silent during practice. The results from this study are a valuable addition to the literature, showing that coaching is not only about talking or yelling but also about a coach's silence, a powerful form of coaching. [ABSTRACT FROM AUTHOR]

Many middle school (MS) students have been exposed to inappropriate instructional practices in physical education (PE). Involvement in and exposure to these inappropriate instructional practices becomes a common occurrence, causing students to believe this is what should take place in their PE class. The purpose of this study was to better understand MS students' perceptions of and attitudes toward appropriate instructional practices (AIP) in their PE classes. This study generally found from interviews that students perceived dodgeball to be acceptable, that wearing prescribed clothing (school shirt) will earn an easy "A," and that having captains pick teams in front of the whole class is an appropriate practice for PE class. [ABSTRACT FROM AUTHOR]

The physical education context is fun yet challenging. There is the potential for teachers to offer a multitude of games and activities for students. Thus, PE teachers should put the students in the best position to learn the content. One method involves PE teachers putting students in small-sided groups during games and activities. The purpose of this study was to investigate K-12 physical education teachers' perceptions of small-sided games and activities in their PE lessons. Thirty-one K-12 physical educators from five states participated in this study. The PE teachers were emailed a survey. The questions were structured to produce short answers to the survey. Analysis of the interview data revealed five themes concerning small-sided games and activities in physical education lessons: (1) the importance of small-sided groups, (2) PE teachers' observations of students in 2v2 and 3v3 games and activities, (3) how do PE teachers know small-sided groups are better than large-sided groups, (4) small-sided groups and classroom management, and (5) small-sided groups' effect on student attitudes. The data show that small-sided games and activities are helpful and important to student learning, that students have more interaction with the equipment, and that students feel more comfortable participating in small-sided games and activities. [ABSTRACT FROM AUTHOR]

Classroom management is an important aspect for a K–12 teacher in any content area. The same applies in physical education (PE). In PE, there are large spaces, students are moving, and in many cases, equipment (basketballs, rackets, Hula-Hoops, etc.) is involved, thus making PE a unique challenge in regard to classroom management for PE teachers. One tool an elementary PE teacher can use for classroom management is music. For this study, one school administrator, 19 elementary-aged students, and one PE teacher were interviewed about their perceptions of music as a management tool in elementary PE. Findings indicate that students prefer music as a management tool rather than the PE teacher using a whistle or loud voice. [ABSTRACT FROM AUTHOR]

Social-emotional learning (SEL) has become an important topic in education. SEL is also important in physical education (PE). The nature of PE has students learning in the affective, cognitive, and psychomotor domains, thus providing many opportunities for SEL. And who facilitates SEL? The PE teacher has the opportunity to provide games, activities, and experiences to assist and strengthen their students' SEL by implementing appropriate instructional practices (AIP) in PE. This article will highlight a number of AIP that PE teachers can implement to develop their students' SEL. [ABSTRACT FROM AUTHOR]

Physical activity (PA) has been found to benefit a person in many ways. One benefit of being physically active is the social component. This deals with interacting with someone before, during, or after the activity. The purpose of this study was to investigate the effects of social interactions on college-aged students during their PA class. Participants for this study included 408 college-aged students (272 males, 136 females) who were surveyed regarding their interactions during their PA class. The survey contained Likert scale questions and open-ended questions, which required the students to respond with written answers. In short, these students thought that their interactions during their PA were important and that the interactions were enjoyable. These results, along with other results from this study, highlight the positive benefits that come from being involved in PA. [ABSTRACT FROM AUTHOR]

Motor learning experts suggest that it is best to begin by teaching the whole skill rather than break it down into its component parts. Yet, most skill instruction is approached using a list of part-skill cues as are commonly taught in PETE programs. This article examines how to teach tennis skills using whole-skill cueing in a method developed for National Ski School instruction called the home-base. Teachers and coaches may use the home-base principles discussed herein to develop whole-skill cues for a variety of other sports. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate college students' perceptions of their participation in physical activity classes on their moods. Mood may be viewed as transient, fluctuating affective states reflecting how individuals feel at a moment in time. Previous research has indicated improvement of moods in college students through participation in physical activity courses. However, current trends show a decline in college student participation in colleges and universities mandating a physical activity requirement for graduation. The Profile of Mood States (POMS) to capture mood, a sample of 328 college students (243 males and 135 females), enrolled in five different university physical activity classes (badminton, basketball, bowling, cycling, and soccer) to assess mood responses post physical activity. Study results indicated that when college students were physically active, tension was relieved, anger lowered, fatigue lessened, depression reduced, personal satisfaction improved, and vigour increased. Study findings were similar to results identified in the literature utilizing a range of other populations specific to mood and physical activity. [ABSTRACT FROM AUTHOR]

When discussing the game of dodgeball, people usually discuss it with fond memories and excitement for the thrill that came from the game. "en there were those who strongly disliked it for reasons that it was embarrassing, hurtful, and just not fun. "e game of dodgeball has been played by many students in their physical education (PE) classes, for better and for worse. "e purpose of this study was to better understand the perceptions, experiences, and opinions of recently former K-12 students toward dodgeball in PE. "e results of the study indicate that generally males more than females view dodgeball as appropriate and competitive. [ABSTRACT FROM AUTHOR]

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, 447 females). 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 during games/activities for the purpose of improving student moods and subsequent activity levels. [ABSTRACT FROM AUTHOR]

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, 447 females). 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 during games/activities for the purpose of improving student moods and subsequent activity levels. [ABSTRACT FROM AUTHOR]

This study examined the chosen teaching styles of teacher candidates in a university PE high school teaching methods course (a) to see if teaching styles were chosen with equal probability and (b) to see if there was a difference of the distribution of styles used by males compared to females. A chi-square goodness of fit test determined if one or more teaching styles was more popular than at least one other, and a post hoc test compared all pairs of proportions. A two-sided normal-based test tested whether reproductive and productive styles were equally popular. A test for independence of gender and preferred teaching style was conducted, followed by post hoc tests. The following pairs of teaching style proportions were significantly different: practice with all the other styles except reciprocal. Overall, reproductive styles were more popular. Female candidates preferred reproductive styles at a significantly higher rate than male candidates did, and male candidates preferred productive styles at a significantly higher rate than female candidates did. Reasons for style preference are explored and recommendations made for environmental enhancements that help teachers to develop productive styles. [ABSTRACT FROM AUTHOR]

Many scholars expect that the "party decides" on presidential nominees who are both electable and willing to pursue an agenda acceptable to the supporting coalition. By most accounts, the nomination of Donald Trump does not fit these expectations. Did most party insiders view Trump as unelectable and unacceptable? If so, how did the Republican Party coalition react to his unlikely nomination? To address these questions, we content analyze endorsements of Trump and construct an endorsement network of the coalition behind Trump's candidacy. We show that Trump received little support from party insiders prior to his nomination, and that policy considerations were relatively unimportant to Trump supporters throughout the election. Instead, when faced with an undesirable nominee, party insiders reacted by supporting Trump for electoral reasons. Our results suggest that party insiders are not immutable arbiters in presidential primaries and that most will prioritize partisan ambitions over policy goals. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between use of distractions during exercise and (a) heart rate (HR), (b) rating of perceived exertion (RPE), and (c) enjoyment during exercise. Quasi-experimental design with six intact, single-gender high school classes was used. A control group experienced no distraction, while a treatment group first experienced no distraction, followed by 2 days each of listening to music and of watching a movie. HR was collected continuously in real time and RPE and enjoyment at 5-min intervals. In the treatment group, HR and RPE were not different between no distraction and music conditions but decreased while watching a film. The control group also decreased in the same measures during the third condition. No differences were seen in enjoyment. While various distractions may work in fitness settings, in the PE setting distractions in and of themselves are insufficient and cannot replace quality pedagogy and an engaging teacher. One cannot simply turn on the music or video and leave students to their own devices. Future research needs to investigate distraction use in combination with good pedagogy, engaging instruction, and the impact of sociality in physical education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore grade-level differences (7th, 8th, and 9th) among junior high school students' perceptions of the effects of participation in physical education (PE) class on individual environmental stress. The role of physical activity as a stress reduction tool has been well documented. However, physical activity as a stressful event in the school and PE environment has been less established, particularly in junior high school students. Study participants comprised 872 junior high school students, 585 males (67%) and 287 females (33%), enrolled in four junior high schools. Stratified by grade, 315 seventh-grade (228 males, 87 females; M = 1.28, SD = .448), 281 eighth-grade (204 males, 77 females; M = 1.27, SD = .447), and 276 ninth-grade (153 males, 123 females; M = 1.45, SD = .498) students responded. By grade level, significant differences (p < .05) were reported for five of the 12 scaling questions. In general, seventh graders were more likely to respond they could better handle stress after participating in PE class, to look forward to coming to their PE class, to report lower stress levels before arrival to PE class, and to report lower stress levels after participation in PE class than were eighth and ninth graders. Altogether, follow-up qualitative findings reported three major themes regarding the PE environment and stress. PE acted as a stress mitigation mechanism and an opportunity for social bonding. Qualitative findings also referenced classmates as a negative stress mechanism in the PE environment. [ABSTRACT FROM AUTHOR]

A physical education lesson usually consists of four parts (introductory activity, fitness component, lesson focus, and closing game). The first part of the lesson, the introductory/warm-up activities, has the potential to set the tone for the rest of the lesson. It also provides an opportunity for students to get into instant activity upon entering the gym or playing field. This study investigated physical education (PE) teachers' perceptions of introductory/warm-up activities in their physical education lessons. For this study, 26 K-12 PE teachers were interviewed through an electronic survey, which was e-mailed to the participants. Analysis of the interview data revealed four themes concerning introductory/warm-up activities: (1) importance of introductory/warm-up activities in a PE lesson, (2) the practical nature of the introductory/warm-up activities, (3) how introductory/warm-up activities benefit students, and (4) using music to enhance the introductory/warm-up activities. Data show that introductory/warm-up activities are an important aspect of any PE lesson that PE teachers use to prepare their students for the rest of the activities for the lesson. [ABSTRACT FROM AUTHOR]

Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7 states and 24 schools (7 elementary schools, 15 middle schools, 4 high schools). Participant teaching experience ranged from 1 to 25 years. Results: Analyses of interview transcripts revealed four major themes concerning the use of music in the PE environment: (1) classroom management, (2) student learning, (3) class climate, and (4) music as a motivational tool. Two repeating themes within the major theme of classroom management were the assistance of music in starting and stopping class activities. Other classroom environmental factors within the major themes of student learning, class climate, and music as a motivational tool were specific to student focus, the predilection of contemporary music by students in the classroom, and perceived increased motivation in classroom activities by students, respectively. Conclusions: Study findings point to the fact PE teachers find music as a helpful tool to assist in class activities. Incorporated during class activities, music may help to create a positive class climate, serving as a tool to help PE teachers manage students and keep them on task. [ABSTRACT FROM AUTHOR]

Music is an everyday occurrence in a person's life. Music is heard in the workplace, in homes, and in the mall. Music can also be heard as a person exercises. Therefore, the purpose of this study was to examine the effects of music on junior high students (n = 305) step counts and time in activity in junior high school physical education classes. In this study, students wore pedometers, and a 2 (conditions: with and without music) × 2 (activities: basketball and volleyball) crossover design was used. It was found that across all grades (7th, 8th, and 9th) and gender, more steps were taken with music in both activities versus without music. No significant differences were noted in time in activity between activities with music (2,839 steps taken in basketball) than without music (2,494 steps taken in basketball). Music is a tool that can assist junior high school physical educators in meeting the objectives of having students in physical activity for a majority of class time. It made students' physical activity experience enjoyable. [ABSTRACT FROM AUTHOR]

A college education is considered important in society. The process of gaining a college education luill be filled luith many challenges. These challenges can be stressful. One method of combatting stress for college students is physical activity. For this study, students from a university that offered, but did not require physical activity classes for graduation, and students from a university that offered and required physical activity classes for graduation participated in this study. It luas found that both groups lueren't "as stressed out" afer their physical activity class. Overall, students from both universities generally felt that the physical activity classes ivere beneficial to them. [ABSTRACT FROM AUTHOR]

The tacitly sanctioned practice of publicly picking teams in physical education has been categorized as instructionally inappropriate, yet its practice persists. Therefore, the purpose of this two-study article was to examine its effects on achievement goals orientations and motivational profiles of male junior high school physical education students (n = 233). Students were assigned to one of two conditions (publicly picked teams or confidential draft) in four sports and across four trials. Unexpectedly, findings revealed no significant differences between groups across sports or within trials in (a) goals orientation or (b) self-determined motivation. However, follow-up interviews revealed insights into (a) selection motives, (b) differentiation in conceptions of abilities, and (c) a sense of empathy for peers vulnerable to the practice. Despite nonsignificant findings in survey results, the qualitative data revealed nuances associated with this practice that have allowed us to make specific recommendations against the continued use of this practice. [ABSTRACT FROM AUTHOR]

There is an expectation that physical educators will provide games, activities, and interactions that will positively affect student attitudes toward being physically active throughout their lives. Unfortunately, certain pedagogical practices have been employed in physical education (PE) classes that negatively affect attitudes toward physical activity. Of those practices, incorporating student exercise as punishment (EAP) was the focus of this investigation. The purpose of this study was to explore individuals' (i.e., former students in PE) perspectives regarding their experiences of EAP. Findings suggest the use of EAP negatively affected the classroom environment as well as perceptions toward physical educators. Former PE students reported EAP did not teach valuable life lessons, with running and push-ups identified as the most common methods that physical educators used to punish students. Results of this study reveal that EAP may not be an appropriate practice and that physical educators should identify other methods of classroom management to create a more positive learning environment. [ABSTRACT FROM AUTHOR]

National standards for physical education (PE) encompass five principles for the purpose of defining what high school students should recognize and be able to perform as a result of a quality PE program. The expectation is that youth will develop an active, healthy lifestyle into adulthood from activities and skills taught in PE. Researchers from the United Kingdom and the United States have identified team sports as the primary curricular design in high school PE. However, it has been suggested the use of team sports is not an effective way to encourage students to be physically active throughout their lives. Participants for this study were 1,034 college-aged students from a private university located in the western United States. Responses from the questionnaire (Questions 9, 12, and 14) indicated a significant difference at the p < 0.05 level when gender was compared. Cohen's d for statistically significant values indicated low to moderate practical significance. Seven open-ended questions were used to investigate in which activities students enjoyed participating during high school PE. A majority of college students reflected the desire of being taught or exposed to lifetime activities during their high school PE class. College students who were surveyed tended to want to attain skills in high school that they could use throughout their lives. Study results indicate that some college students' reflections on past PE exposure were not beneficial. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Professional Learning Communities (PLCs) are becoming increasingly commonplace in America's schools. As part of the school community, physical educators are positioned to add and receive value within PLCs. Given that school-based PLCs are driven by collaborative teams, reaching high performing status requires external supportive school structures coupled with internal positive team dynamics. A PLC can be an emotionally charged collective action formation with the potential to positively enhance teacher practice and student learning or, conversely, be hindered by adult drama. This paper focuses on and provides research-informed practical suggestions for addressing the internal team dynamics aspects of physical education PLCs (PE-PLCs). Drawing from team dynamics literature, this analysis unpacks and applies sub-constructs associated with team member attitudes, behaviors, and cognitions (ABCs) within a PE-PLC setting. Practical suggestions for enhancing ABCs within PLCs are provided. [ABSTRACT FROM AUTHOR]

There is growing evidence that increased physical fitness and physical activity (PA) rates are positively associated with academic achievement. Recent efforts toward Comprehensive School Physical Activity Programs (CSPAP) include the use of PA breaks during academic learning activities. This study examined the acute and chronic effects of PA breaks (via GoNoodle) on the reading fluency of 384 elementary school children. Reading scores (words per minute, reading accuracy, and words retold) increased significantly in certain chronic and acute conditions. Findings provide additional support of the growing body of research for the use of PA for enhancing academic achievement, specifically reading fluency. [ABSTRACT FROM AUTHOR]

The life of a college student could be considered stressful. There are assignments, term papers, midterm exams, and final exams, all of which may create varied amounts of stress. One method of combatting these stressors is participation in physical activity. The purpose of this study was to investigate college students' perceptions of their participation in physical activity courses on their stress. A total of 356 college students were surveyed regarding their perceptions of how participation in physical activity affects their stress. Results showed that participation in physical activity classes helped them to control the stress related to their course-work. [ABSTRACT FROM AUTHOR]

Elementary physical educators promote their content to help students learn in the psychomotor, affective, and cognitive domains. One of the best methods to reach this is by implementing appropriate instructional practices. For this study, 2,479 elementary-aged students participated. Students were surveyed (survey of 24 statements) to ascertain their knowledge of appropriate instructional practices in elementary physical education. A majority of students incorrectly identified 11 of the 24 survey statements. For example, elementary-aged students feel it is appropriate to have captains pick teams in front of the whole class and that it is appropriate to play dodge ball. With these results, elementary physical educators have a great opportunity educate and expose their students to appropriate instructional practices. [ABSTRACT FROM AUTHOR]

This article explores how physical education teacher education (PETE) programs can prepare physical education professionals for PLC engagement. A requisite competency domain for PLC engagement can be described as "co-assessment literacy" or "closing the loop" of a results cycle (utilizing assessment data to monitor student learning and improve teaching practice). Using a little-known process assessment called a Programmed Practice Sheet (PPS) can be an efficient way for a physical education PLC team to close the loop. The article concludes by describing how a PETE program utilized PLC structures, principles, and language in guiding undergraduate students in the process of research inquiry. Research inquiry concepts and the PLC results process for closing the loop are explored and compared. [ABSTRACT FROM AUTHOR]

Physical educators have long proclaimed that physical education class is an important academic discipline to a students' education. With learning objectives taking place in the affective, cognitive and psychomotor domains. Yet, physical education has been marginalized in today's society. One way, to gain support of physical education is getting support from other educators. The literature suggests that teacher's need to promote their programs to gain support and lose the marginality tag that has been place on physical education. For this study the researchers surveyed elementary classroom teachers(n=219). The survey consisted of seven questions, and of the five questions the classroom teachers were asked to further explain their responses to the survey question. The purpose of this study was to obtain and better understand elementary classroom teacher's attitudes and perspectives regarding elementary physical education. Generally, elementary classroom teachers attitudes were positive towards elementary physical education. [ABSTRACT FROM AUTHOR]

The NASPE Appropriate Practices for High School Physical Education document was published for the purpose of "addressing key aspects of instructional strategies and practices that are essential to delivery of quality physical education to adolescents and young adults" (pg.3). The purpose of this study was to investigate high school student's knowledge of appropriate practices in high school physical education. Three hundred and sixty-nine high school students were surveyed regarding appropriate practices in high school physical education. It was found that picking teams in class was appropriate, that dressing out for class and attendance is a part of their grade in class and that out of class assignments is inappropriate for student to have in class. [ABSTRACT FROM AUTHOR]

The article discusses the racial integration in the history of the Boston Red Sox. The reflects on several aspects that gave way to African American into Major League Baseball and how it influence the career of the Red Sox in the League. According to the report, the team's integration of its roster with black players turned out to be a fourteen-year embarrassment, instead of glory, by paying perfunctory lip service to several Major League Baseball superstars, such as Muchnik and Kountz.

Social work practice, while focused on the ‘person in environment,’ often overlooks the fact that social work itself functions as a profession within the greater context of political choices and changes within national and international environments. Close examination of social work practice within this greater macro socio-nationalistic context is imperative to take into account the intricate workings of politics within the profession. This paper uses a historical analysis of the social work profession in Germany, during the development of social welfare in the Weimar Republic, and changes that incurred when the Nazi Third Reich came to power. Analysis of social work practice in Nazi Germany provides essential implications for current ethical social work practice, as well as issues for further research. [ABSTRACT FROM AUTHOR]

This study investigated perceptions of teaching by four-year college pre-service teachers (N=20) before and after participation in a semester long practicum in elementary physical education classes. A survey consisting of 13 open-ended questions was prepared and administered to male (n = 11) and female (n = 9)pre-service teachers. Qualitative data analyses were used to interpret pre- and post-practicum survey responses. A qualitative, thematic content analysis was performed on transcribed interviews to identify relative themes supporting each open-ended question. Findings suggest a comprehensive teaching perspective by those educators preparing four-year college pre-service physical education teachers, particularly focusing on classroom. [ABSTRACT FROM AUTHOR]

The student teaching experience can be a time of application and learning for the student. The purpose of this study was to investigate the types of interactions student teachers had during their elementary physical education teaching experience. The subjects were three senior physical education majors that had completed all of their class work and were concluding their course work with their student teaching experience. For this study the types of interactions that were investigated were positive and negative interactions and general vs. specific interactions of teachers with students. It was found that student teachers generally had positive and general interactions with students. [ABSTRACT FROM AUTHOR]

Examines the elements of successful case management identified in qualitative date from tribal members/leaders, social service and medical providers and HIV-positive natives in Alaska. Personal qualities of the case manager and structural elements related to the case management agency; Effectiveness of case management in addressing the complex needs of those with HIV/AIDS.

Having multiple identities as a homosexual American Indian or Alaska Native adolescent male increases the likelihood for poorer health and diminished well-being. This study assessed the differences in self-perceived health status between gay adolescent males and their heterosexual counterparts. A national nonrepresentative sample of 5,602 Indian and Native adolescent males was surveyed about issues of sexual behavior, physical and sexual abuse, mental health status, substance use, attitudes about school, participation in violence, and access to health care. Results indicate that there were no real differences between gay and heterosexual male respondents for substance use or attitudes about school. Statistically significant differences were found, however, in areas of mental health, as well as physical and sexual abuse. Gay adolescents were twice as likely to have thought of or attempted suicide. Gay adolescents were twice as likely to have been physically abused and nearly six times more likely to have been sexually abused. Gay American Indian or Alaska Native adolescent males constitute a very vulnerable population and are clearly in need of targeted health and social services. Unfortunately, the benefits seen by adults of the "two-spirited" gay and lesbian American Indian movement have not been accessible to Indian and Native adolescents.

Analyzes the role of risk and protective factors in the depression among American Indians and Alaska native adolescents and the effect on the way they view their own health and well-being. Health status of both populations and the correlation with social risk factors; Use of the quantitative structural equation model; Definition of protective factors.

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership's early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership. [ABSTRACT FROM AUTHOR]

This article reports the results of a content analysis of focus group interviews of parents of children with developmental disabilities, emotional disorders, and technology-supported needs. Perspectives regarding special needs, crisis situations, and parent-professional relationships are discussed. Implications for policy and practice include targeting specific services, monitoring values of programs and staff, and minimizing system-induced crisis. [ABSTRACT FROM AUTHOR]

Past research has shown that issues vary significantly in their salience across citizens, explaining key outcomes in political behavior. Yet it remains unclear how individual-level differences in issue salience affect the measurement of latent constructs in public opinion, namely political ideology. In this paper, we test whether scaling approaches that fail to incorporate individual-level differences in issue salience could understate the predictive power of ideology in public opinion research. To systematically examine this assertion, we employ a series of latent variable models which incorporate both issue importance and issue position. We compare the results of these different and diverse scaling approaches to two survey data sets, investigating the implications of accounting for issue salience in constructing latent measures of ideology. Ultimately, we find that accounting for issue importance adds little information to a more basic approach that uses only issue positions, suggesting ideological signals for measurement models reside most prominently in the issue positions of individuals rather than the importance of those issues to the individual. [ABSTRACT FROM AUTHOR]

The article reviews the web site Teacher's Tool Box (TTB), from the National Association for Sport and Physical Education (NASPE).