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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.

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 inservice 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 -.4 to .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 .5 to 1.5 (infit = .8 to 1.1; outfit = .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 = .92; an excellent level) and the person separation index was 1.55 (reliability = .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.

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.

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.

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...

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 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 α = 0.97) and person (1.71, Cronbach’s α = 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.

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 elem...

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 betw...

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. Subscribe to TPE

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.

This study explored school administrators' perceptions and experiences in implementing S. 847 (NJ's recess law) in schools during the 2019-2020 school year. A total of 230 and 20 school administrators participated in Phase 1 (survey) and Phase 2 (semi-structured interviews) of the study. Survey data were analyzed using descriptive statistics, and interview data were analyzed using the constant comparative method. The Theoretical Domains Framework underscores this study. Phase 1 results showed that participants have positive attitudes toward the bill and 85.7% of the participants indicated they meet the 20-minutes daily recess requirements. Time demands and inadequate facilities were the primary barriers. Phase 2 results indicated that, while participants support the bill, they struggled to fully understand all the requirements. The participants also perceived positive changes in the students' academics and behaviors. Providing funding and professional development could facilitate the process of adopting and executing physical activity policies in schools.

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.

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 growin...

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 co...

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 p...

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 ...

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...

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...

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...

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.Subscribe to TPE

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 (n4th = 9 students; n5th = 17) or an intervention condition (n4th = 7; n5th = 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.

This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s fundamental motor skill (FMS) competence, perceived motor competence, and physical activity in school. A secondary purpose was to explore the relationship among perceived motor competence, FMS competence, school day physical activity behaviors, playground physical activity behaviors, and sex of Indonesian preschoolers from urban and rural environments. Preschoolers (N = 66;n = 35 rural,n = 31 urban) were evaluated on the Pictorial Scale of Perceived Movement Skill Competence (PMSC), Perceived Physical Competence subscale (PPC). FMS competence was evaluated using the Test of Gross Motor Development-3. Three-day accelerometry at school yielded percent of school day and percent of playground time spent in moderate-to-vigorous physical activity (MVPA) and sedentary behaviors. Children spent 80% of the school day in sedentary behavior and 7% in MVPA. There were sex differences (p p

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.

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: Fin...