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According to the Community of Inquiry model, the online learning experience is optimized when instructors properly address three critical components throughout their teaching: teaching presence (TP), social presence (SP), and cognitive presence (CP). Considering these constructs, this study investigated the following questions: (a) What are instructors' intentions? (b) What are students' perceptions? and (c) What is the alignment between the instructor's intentions and the students' perceptions? Four instructors teaching five online courses with 44 students completed the CoI surveys. Results indicated that TP received the highest score among instructors (M = 4.05, SD = 0.32) and students (M = 4.01, SD = 0.65) whereas SP was the lowest among instructors (M = 2.64, SD = 0.69) and students (M = 3.60, SD = 0.59). Results also identified two courses with weaker alignments than the other courses. A discussion regarding the variations between traditional and distance learning from a different has merit. If enhancing the distance learning experience is a priority, online instructors should create effective social presence opportunities within their courses.

Background: Teacher wellness affects teaching performance and students' academic achievement; hence, teacher wellness matters and should be a concern to educational researchers and practitioners. There are several teacher wellness approaches, but no one of them specifically focuses on a Sports-based Physical Activity programme. Objective: To evaluate the effects of a Sports-based Physical Activity programme on teachers' relatedness, stress and motivation towards physical activity. Method: Middle school teachers (n = 32) volunteered to participate in the research as programme participants (n = 12) or non-programme participants (n = 20). The Sports-based Physical Activity programme included 7 weeks of training in Catchball, a team sport and a tournament as the culminating event. The study adopted a mixed-methods design: a quasi-experimental design collecting quantitative data from online surveys and a case study design collecting qualitative data from interviews with the programme participants, non-participants and the school principal. Results: Repeated-measures analysis of variance revealed that the Sports-based Physical Activity programme was effective in relatedness, F(1, 30) = 5.16, p = 0.031, [eta][subscript p][superscript 2] = 0.147, and in one of the six motivation subscales, external regulation, F(1, 30) = 4.23, p = 0.048, [eta][subscript p][superscript 2] = 0.124. The qualitative analysis findings supported the programme's contribution to teachers' relationship, stress and exercise motivation. Conclusion: Overall, the programme was effective in promoting teachers' relationships in school, controlling levels of teachers' stress and fostering teachers' motivation towards physical activity. Further studies are required to examine the impact of a Sports-based Physical Activity approach in diverse school contexts and its impact on student learning.

This qualitative study explores the impact of the emergency transition to remote education (ETRE) during the COVID-19 pandemic on instructors and students through the lens of self-determination theory (SDT). A modified thematic analysis of narratives from a cross-sectional survey revealed eight themes: Sense of loss/grief, Role conflict, Helplessness, I had no choice, This felt impossible, Lost connections, Am I safe, and They don't care about me. Sub-themes expound on their associated themes. Participant narratives shared feelings of trauma and crisis as they related experiences of higher education during the mandated global shutdown. The stories of these experiences are indicative of loss of autonomy, competence, and relatedness, tenets of self-determination. These experiences, for the majority of students, led to a loss of motivation to learn, participate, or produce meaningful work. For most instructors, the experiences led to a similar lassitude and frustration. The authors conclude that the experience of the ETRE negatively impacted both teaching and learning in the higher education setting. Recommendations include further development in higher education to support both instructors' and students' self-determination during catastrophic change.

The Cognitive Load Theory (CLT) aims to foster learning productively under optimal cognitive loads. Students across all ages and stages of learning have limited capacity due to the human brain's functionality. Therefore, an effective learning design allows for knowledge acquisition that will minimize the loading effect on the working memory and foster the transition of knowledge to unlimited long-term memory. This article introduces the Cognitive Load Theory effects within Kinesiology instructional settings. In specific, the authors share examples of three cognitive load effects: (a) goal-free effect, (b) split attention effect, and (c) redundancy effect; and its implementations within the strength and conditioning for educators' course in higher education settings.

Although educators in the field of kinesiology implement online education in various forms, online education rarely receives attention in literature. The purpose of this study is to explore online courses in the subject matter of kinesiology through the community of inquiry framework. This mixed-method study adopted a multiple case study approach collecting data using survey, learning management system analysis, and semi-structured interviews. The analysis of the quantitative and qualitative data revealed that instructors shared high intentions toward the implementation of teaching and cognitive presences. The online instructors expressed much lower levels of intentions to support the social presence. The authors suggest online instructors be mindful of students' engagement that is bound to the interplay of different types of learning activities. This study is expected to serve as a meaningful contribution to the understanding of the status of online teaching and learning in the field of kinesiology. [ABSTRACT FROM AUTHOR]

Purpose: This study explored how preservice physical education teachers (PPETs) perceive health-related fitness testing (HRFT) administered in a self-testing format with the aim to enhance their HRFT learning and better prepare them for future HRFT implementation. Methods: The study utilized a constructive phenomenological research design. A total of 11 PPETs participated in the study. Data were collected through a focus group interview, individual interviews, observation and field notes, and written assignments. Two researchers analyzed the data in NVivo 12. Results: Three findings were concluded from the data. First, the administration of self-testing engaged PPETs in active learning of HRFT. Second, PPETs reported positive attitudes toward self-testing when their needs for competence, autonomy, and relatedness were satisfied. Lastly, PPETs identified challenges and proposed suggestions for completing and administrating HRFT. Conclusions: Self-testing may be used as an alternative approach to preparing PPETs for HRFT. More research is needed to examine the effectiveness and reliability of self-testing in educational settings. [ABSTRACT FROM AUTHOR]

Scenario Antonio has learning disabilities and attends Mr. Batista's eighth grade physical education class on a regular basis. Mr. Batista plans his lessons so that Antonio may participate in activities [...], Adopting the Cognitive Load Theory (CLT) as a framework, the objective of this article is to share information and strategies for assisting students with learning disabilities to be successful in integrated physical education (IPE) settings. The Cognitive Load Theory (CLT) premise is to foster learning by ensuring optimal cognitive loads within the instructional approach (Sweller, 1988). This manuscript presents three Cognitive Load principles: worked example effect, split-attention effect, and human movement effect along with specific implementation examples of these principles within APE settings. Keywords: Cognitive load theory, strategies, extraneous load, intrinsic load, germane load, working memory, long-term memory, learning disabilities, physical education

Interaction is an essential component of learning environments and necessary for student learning. The three main types of interaction are Learner-Instructor (LI), Learner-Content (LC), and Learner-Learner (LL). This article, the second in a three-part series, addresses LC interaction and uses an undergraduate fitness and physical activity course to show how principles of LC interaction can be implemented within an online course. In order to promote successful LC interaction, instructors must curate and present, diversify, and engage learners with content. The importance of LC interaction, along with LI interaction and LL interaction, cannot be overlooked in the higher education online setting. When each type of interaction is fostered within a learning environment, then students are more likely to be engaged, which can lead to greater student learning outcomes. [For Part 1 of the series, see EJ1355207.]

Since the onset of the COVID-19 pandemic in March 2020, educators grapple with the challenges of creating meaningful content in online courses in higher education. Specifically, designing an online curriculum that increases student motivation, student engagement, and student learning. Learner--Learner (LL) interactions are a key component in not only face-to-face learning, but also online learning. The purpose of this article to share the importance of LL interaction via best practices, examples, and applications in the context of online sexuality education for P-12. However, these ideas for integration of LL interaction best practices and strategies are suitable and can be adjusted for a wide variety of online courses, across all grade levels. The authors share three core practice principles that focus on nurturing LL interactions in online courses: (1) Netiquette expectations; (2) Students' independent channels of communications; and (3) Content-specific peer feedback. [For Part 2 of the series, see EJ1355208.]

Following Moore's conceptual framework of the three types of interactions: (1) Learner-Instructor; (2) Learner-Content; and (3) Learner-Learner, the following sequence of three articles discuss applications of core practice principles in online higher education kinesiology courses. Specifically, this article focuses on core practice principles that foster learner-instructor interaction in an online instructional environment.

In the Spring term of 2020, nearly 90% of higher education institutions in the United States were forced to transition from primarily face-to-face (F2F) instruction to various modes of remote or online instruction in response to the COVID-19 pandemic. State-funded colleges and universities in Georgia were mandated to do the same in April of 2020, which led to a system-wide hiatus in face-to-face instruction while instructors prepared to return to all-remote teaching. This study examined the effects of this transition to Emergency Remote Instruction (ERI) at six institutions in Georgia, using a survey completed by 910 instructors who made that transition in at least one course in the Spring term of 2020. 65% of the instructors taught remotely or online for the first time after the transition. Instructors reported accessing a variety of institutional, collegial, and internet resources to aid in the transition, leading 53.4% of them to express that they were adequately prepared for ERI. Once classes resumed online, instructors found themselves to be needing much more time for remote instruction than their previous F2F instruction. From a one-word summary description of their experience, instructors reported that it led them to be challenged, stressed, overwhelmed, and exhausted.

To gather more objective information about effective teaching and levels of student engagement, research in higher education has shifted to increased observations within the college classrooms and is focused more on the collection of systematic data. Despite the attempt by instructors to implement various pedagogies and use different instructional approaches in the classroom setting, research into teaching and learning suggests that it may depend less on what the instructor is doing and more on the relationship between teaching and student learning, and to what degree students are engaged. A number of studies have been designed to compare and contrast various methods for delivering content, with most of the research leading to mixed results. In this particular study, results indicated the media in which an instructor delivers content does not necessarily translate to greater student learning outcomes. The purpose of this study was to systematically analyze the effect of content delivery media on student engagement, learning outcomes, and instructor behavior in two sections of the same lecture-based college Biomechanics course. Educating and encouraging instructors to implement more interactive and active teaching methods will assist them in fostering student engagement.

Online education is an evident trend in higher education, and likewise, the field of Kinesiology has expanded online teaching. Such expansion, however, was too fast to make a proper adjustment and was not supported by an online specific theoretical foundation. The purpose of this systematic review was to offer an overview of issues and trends related to online teaching and learning in higher education. In this review, the authors focus on the Community of Inquiry framework -- which is the most widely used framework for online education research. To that end, the researchers used a systematic review method, which included searching databases (Education Source, ERIC, PsycINFO, and SPORTDiscus) for peer-reviewed articles: (a) with a focus on online teaching and learning in higher education, (b) that were situated in the Community of Inquiry framework, and (c) that were published in academic journals in English between 2009 to 2019. 23 articles that matched all of the inclusion criteria were identified and selected. The analysis led to identifying (a) the characteristics of the online higher education studies (b) instructional strategies and their effectiveness and, (c) variables measuring students' learning. These results are discussed in detail regarding the relevance to Kinesiology. The review concludes by suggesting implications for future research on online education in our field.

The integration of technology is gaining recognition as an effective teaching method in health and physical education (HPE). While technological infrastructure and equipment limitations have been a huge obstacle to the integration of technology, the "bring your own device" initiatives help with that challenge. Infrastructure and opportunities for technology adoption are progressing, so that educators have a better chance to utilize technology in their own teaching practices. Given that the integration of technology into the HPE field is still in its infancy, it is recommended to provide educators with more information about instructional technologies. The purpose of this article is to introduce a web assessment tool called Kahoot, and to describe its pedagogical applications in HPE settings to facilitate the adequate integration of technology.

Written tests are one of the most common assessment tools classroom teachers use today. Despite its popularity, administering written tests or surveys, especially in health and physical education settings, is time consuming. In addition to the time taken to type and print out the tests or surveys, health and physical education teachers must grade them before they can get a full picture of how well students are meeting their learning outcomes. The challenge is to help teachers find an easier, cost-effective, and time-effective way to assess their students' performance during an instructional unit, and toward the end of the unit. Therefore, the purpose of this article is to introduce the use of Plickers, a formative and/or summative assessment tool that can help in assessing the cognitive and affective domains performance of students in health and physical education settings.

For most physical education teacher education (PETE) programs, the constraints surrounding the undergraduate curriculum (e.g., number of credit hours, dual content certificates such as health and physical education, content knowledge) limit PETE programs to offering only one course in adapted physical education (APE) with the expectation that this training is sufficient to prepare highly qualified teachers to teach students with disabilities in general and adapted physical education. The inclusion of service learning (SL) methods in the APE curriculum is one approach to facilitating the successful preparation of preservice teachers to teach students with disabilities by increasing their opportunity to connect information learned in their program to the "real world." Assessment strategies used in the APE course must tap into this naturalistic setting of the SL experience and ensure preservice students are prepared to assume the duties of a future professional. This article discusses how an APE course used a video-editing SL project to document student learning and performance in the Adapted Physical Education National Standards and prepare future general PETE students to teach students with disabilities.

Educational reform in the past decade has placed a very strong emphasis on teacher accountability and student achievement. This change in focus has caused a thorough reexamination of how teacher quality and effectiveness are defined in the field, and has triggered a reform of the teacher evaluation process. As a result, generic, all-encompassing evaluation systems are being developed to evaluate teachers across all subject areas, including physical education. This one-size-fits-all approach meets the more obvious goal of evaluation, which is to review and appraise the competence level of teachers, but questions arise about whether the evaluation will improve teacher effectiveness. This generic approach overlooks the actual context in which teaching takes place and disregards the subject matter being taught. If the primary goal of teacher evaluation is to help teachers become more effective, the evaluation system must provide teachers with objective, content-specific feedback to inform practice and guide them to improve their teaching effectiveness. This article discusses concerns related to using some of the more generic evaluation systems currently being implemented in schools to evaluate physical education teachers. It concludes with suggestions about how physical education teacher education programs can provide observation tools to their teacher candidates to improve teacher effectiveness.

Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has become a powerful tool for creating teaching vignettes that communicate students' growth as professionals. This article presents a specific pre and post video editing assignment used to promote the reflective practice during a pedagogy skills course within a teacher education program. This assignment enables preservice teachers to record, identify, isolate, edit, and reflect on preferred pedagogical practices (PPPs) of teaching in order to illustrate their growth as teachers over the course of a semester. This type of assignment results in the recognition and representation of key PPPs to foster deep, critical reflection among preservice teachers, which helps to improve their overall teaching practice.

Belly dance is a folk dance with a history that can be traced back to the beginnings of civilization. It is a form of expression and movement that has been used for hundreds of years in religious ceremonies, birthing rituals, and social and familial gatherings in the Middle East. Students of belly dance can increase their muscular strength and endurance through the muscle isolations and contractions that are characteristic of this dance form. They can also learn rhythm and movement patterns, respect for self and others in dance and performance settings, and can discover a new form of self-expression and creativity. Therefore, belly dance could be a welcome addition to the physical education curriculum. The purpose of this article is to share the fundamentals of a beginner-level belly dance unit for inclusion in a recreation, dance or physical education setting.

The teaching and learning processes have undergone a variety of changes and modifications in recent years. The overall academic goal is to produce engaged, lifelong learners who are capable of solving complex problems in diverse settings. These desired skills cannot be achieved via the traditional teaching and learning model that requires students to be passive recipients of knowledge. Therefore, teachers must acknowledge that as traditional teaching methods lose their relevancy in educational settings, they must be willing to make radical changes to the way they conceptualize the teaching and learning process. As a practical suggestion to address the challenges of constructing new learning applications, this article describes an innovative use of animated video clips to help achieve desired learning outcomes.

Models-Based Instruction (MBI) is a comprehensive approach to teaching and learning. In MBI, a teacher becomes familiar with multiple ways (called models) to plan, implement and assess instruction, and then selects the model that can best promote specific kinds of student learning in each unit. By using several models within the same curriculum, a teacher (or a department) has a much better chance to promote the full range of student learning in the NASPE standards. An instructional model (IM) is a comprehensive and coherent plan for teaching. Each IM includes the following components: theoretical foundation, learning domain priorities, guides for teacher decisionmaking, unique types of student learning tasks, assessments, and benchmarks for verifying the faithful implementation of the model. In this article, the authors discuss the advantages of using MBI in physical education and present an overview of different instructional models that are used in physical education. They also discuss how to select the appropriate instructional model. (Contains 2 tables.)

A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. "Psychological Review", 84, 191-215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB) practicum experience on pre-service teachers' efficacy levels within one Physical Education Teacher Education program. The participants were 59 undergraduate students who were placed into two groups, LB design (n = 31) and FB design (n = 28). A quasi-experimental design with two levels of treatment and no control group was implemented. Both groups were administered a version of the Teacher Efficacy Scale (TES) adapted for physical education teachers at four stages of their preservice program: (1) at or near entry; (2) at the start of their methods course sequence; (3) at the end of the methods course sequence, just prior to student teaching; and (4) at program completion. Results from a Repeated Measures ANOVA indicated significant differences between groups on one facet of teacher efficacy at Stages 2 and 3. Those differences are attributed to the differing levels of authentic teaching practice between groups, and the challenges posed to each group of preservice teachers prior to student teaching. By the end of student teaching, both groups' efficacy levels were essentially equal, perhaps due to the similarly high level of authenticity across all subjects in that key experience. This study also highlights the importance of on-going, appropriate and authentic challenges in eventually establishing strong and stable efficacy levels among preservice teachers. (Contains 3 tables and 1 figure.)

The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in physical education school programs once they have adopted that approach. This improved alignment would allow teachers to learn pedagogical content knowledge within a dynamic process that requires their attention to several key factors simultaneously, rather than as a set of deconstructed pieces of knowledge (e.g., management, content, pupil characteristics). Cochran et al. (1993) offer seven "working hypotheses" for the application of pedagogical content knowing to teacher education. These authors redefine those hypotheses as "postulates" that reflect necessary conditions for the development of pedagogical content knowing for MBI, and include all three stages of teaching (preservice, induction, veteran).

Previous chapters in this monograph have reported on a series of research studies that examined the adoption of an instructional innovation, model-based instruction (MBI), by teachers in three stages of career development: preservice/student teachers (STs), induction teachers (ITs), and experienced/cooperating teachers (CTs). All the teachers were affiliated to varying degrees with one physical education teacher education (PETE) program. All the teachers were involved with making decisions that would ultimately lead them to reject, adopt, or discontinue the use of MBI in their daily teaching practices. The purpose of this chapter is to take a closer examination at the dynamics involved with teachers in different career stages making decisions about adopting MBI as an innovative approach. All teachers cope with varying degrees of autonomy to make those decisions while interacting with different constellations of change agents, and learning MBI in school and PETE program settings (agencies) that offer different arrays of facilitating and inhibiting factors that influence their decisions about best practice in general and MBI in particular. The preceding chapters that reported the findings for teachers in this series of studies did so by within-group analyses; this chapter provides an analysis of the findings from these studies by presenting commonalities and differences found across the three groups of teachers, based on the sets of change agency factors and change agents. (Contains 1 figure.)

This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and knowledge necessary to become effective teachers with MBI. The student teacher is then assigned to a cooperating teacher to practice this new knowledge and implement theories into real-world practice. Cooperating teachers can reinforce the lessons learned at the university or cause a "washout" effect (Zeichner & Tabachnick, 1981). Because of the key role that cooperating teachers play in the educational process, the purpose of this study is to examine the factors that influence cooperating teachers' decisions to adopt MBI. (Contains 2 figures and 2 tables.)

Teachers are regularly exposed to a number of new and innovative technologies, ideas, philosophies, systems, and experiences from the time they enter teacher education to the time they leave the profession. A predictable result of this increased exposure is that teachers are regularly faced with decisions about whether to incorporate one or more of these innovations into some aspect of their daily practice. Rogers (1995) defines innovation "as an idea, practice, or object that is perceived as new by individual or other unit of adoption," and describes two processes involved in moving an innovation into mainstream practice or thought: adoption and diffusion. Adoption occurs when one or more individuals move along a path from first becoming aware of an innovation to the eventual regular usage of that new idea, technology, or practice. Diffusion occurs as an innovation spreads from its introduction to wide usage among members of the same social system. This article provides a review of Rogers's framework for the adoption of an innovation, and sets the stage for studying the adoption of model-based instruction. (Contains 1 figure.)

In previous chapters, student teachers' views and the use of model-based instruction (MBI) were determined to be largely positive. But do these positive attitudes and the actual use of MBI continue after completing a teacher education program? Many novice teachers experience "washout" when the attitudes and instructional practices they acquired during their teacher education program are progressively eroded during their first years of teaching (Zeichner & Tabachnick, 1981). The purpose of this article is to describe the attitudes and use of MBI by graduates of the Georgia State University physical education teacher education (GSU PETE) program during their induction years, as well as to describe change agents and change agencies that may inhibit or contribute to those attitudes and instructional behaviors. (Contains 2 tables and 1 figure.)

Although some "learning to teach" research was found to address the preservice training process within the general education settings and for a specific model (i.e., tactical games) with physical education teacher education (PETE) students, no research was found that addressed the notion of student teachers "learning to teach" using model-based instruction (MBI) innovations in physical education settings. It would also then be important to know the factors that influence student teachers' planning and teaching decisions in the knowledge, persuasion, decision, and implementation stages of innovation adoption. Because the implementation stage is critical to the decision about whether to adopt or reject the innovation, examining student teachers' practical experience is important in determining the magnitude of the conceptual change shift that occurs during their culminating field experience. The research study reported in this chapter was designed to examine student teachers' "learning to teach" using the MBI innovational approach. The two purposes of this study were to determine: (1) the student teachers' observed and perceived levels of adherence to various MBI designs in authentic physical education settings; and (2) the facilitators and inhibitors of MBI implementation by student teachers. (Contains 3 tables and 1 figure.) [For Chapter 4, see EJ812493.]

Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of proteges. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore proteges' perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two-year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor-protege relationship and processes, and it provides implications for practice for proteges and mentors, as well as future research directions.

The authors' purpose was to examine teacher candidates' perspectives of successful teaching through personalized video vignettes. Furthermore, the authors were interested in how participants' written reflections might change as a result of creating these vignettes. This research used mixed-methods within the context of an exploratory multi-case study. Results showed that participants generally focused the video vignettes on themselves (rather than their students) and on what Van Manen (1977) called more "technical" aspects of their teaching. Some changes in levels of written reflections were observed that may have been caused in part by the video editing process. (Contains 5 tables.)

The standing long jump was taught to 47 elementary children in one of three conditions; C1) practice only, C2) demonstration, cueing, and practice, and C3) direct instruction, which included all elements of the first two conditions + checks for understanding (CFU), corrective feedback, and closure. All children performed four jumping tasks 10 times each. Students were pre- and post-tested on their ability to demonstrate five critical elements of the long jump. Significant condition and gender main effects were found for process change scores. Gains for C3 (24.7%) were significantly higher than those for C1 (3.1%), but only slightly better than C2 (15.0%). Girls achieved greater gains (19.6%) than boys (7.7%). Students were also post-tested on the recall of four of five cues used to convey the critical elements and C3 produced the highest scores (91.7%) followed by C2 (65.6%) and C1 (7.8%). (Contains 1 table.)

Instructional design, development, and planning decisions are fundamental to effective online learning. However, interactions that occur within the online environment have been underestimated, despite their significance for the success of online learning. Moore (1989) suggested viewing the interactions among individuals and content in three categories: student-teacher, student-content, and student-student. The purpose of this paper is to situate the issue of quality online pedagogy within the three types of online interactions and offer specific instructional applications for effective online learning [ABSTRACT FROM AUTHOR]

Adopting the Cognitive Load Theory (CLT) as a framework, the objective of this article is to share information and strategies for assisting students with learning disabilities to be successful in integrated physical education (IPE) settings. The Cognitive Load Theory (CLT) premise is to foster learning by ensuring optimal cognitive loads within the instructional approach (Sweller, 1988). This manuscript presents three Cognitive Load principles: worked example effect, split-attention effect, and human movement effect along with specific implementation examples of these principles within APE settings. [ABSTRACT FROM AUTHOR]

Many physical educators understand the important role formative assessment has on their teaching and student learning outcomes. However, when carefully examining different physical education settings they learn instruction is oftentimes disconnected from assessment. When talking about assessment, educators first need to distinguish between the two major constructs of 1) summative assessment and 2) formative assessment. Summative assessment is assessment of learning; it is the type of assessment that signifies what students have accomplished and is used to calculate a final grade. In contrast, formative assessment is assessment for learning. It is used to provide teachers with feedback about what students need to practice or learn in order to reach the desired levels of competency. The intent of this column is to focus teachers' attention on the construct of formative assessment. Specifically, the authors wish to encourage teachers to find the "missing" link between instruction and students' learning and consider formative assessment as an essential component of each lesson. (Contains 1 table.)

According to the Community of Inquiry model, the online learning experience is optimized when instructors properly address three critical components throughout their teaching: teaching presence (TP), social presence (SP), and cognitive presence (CP). Considering these constructs, this study investigated the following questions: (a) What are instructors' intentions? (b) What are students' perceptions? and (c) What is the alignment between the instructor's intentions and the students' perceptions? Four instructors teaching five online courses with 44 students completed the CoI surveys. Results indicated that TP received the highest score among instructors (M = 4.05, SD = 0.32) and students (M = 4.01, SD = 0.65) whereas SP was the lowest among instructors (M = 2.64, SD = 0.69) and students (M = 3.60, SD = 0.59). Results also identified two courses with weaker alignments than the other courses. A discussion regarding the variations between traditional and distance learning from a different has merit. If enhancing the distance learning experience is a priority, online instructors should create effective social presence opportunities within their courses. [ABSTRACT FROM AUTHOR]

The article provides an overview of the framework for the adoption of instructional innovation across teacher's career stages which was formed by Everett Rogers, a scholar. It discusses Rogers' theory of diffusion of innovations in framing the study in adopting model-based instruction (MBI) in which three groups of teachers that are associated in different ways with a physical education teacher education (PETE) program faculty that uses MBI are being studied. Moreover, it asserts that the mixed methods approach that was used on the framework was designed to examine the influence of MBI in daily practice.

The article discusses the study that examines the role of model-based instruction (MBI) in a physical education teacher education (PETE) in the U.S. The current study examines the impact and adoption of MBI assessed by the Georgia State University (GSU) which attempts to determine the impact of programmatic decisions and changes on the quality of teaching. It also attempts to find out how PETE learn about and make decisions in adopting model-based instructions in three stages of developments which enumerates preservice, induction, and veteran teachers.

Focuses on the integration of technology in physical education. Effectiveness of technology in improving students learning; Impact of technology on the effectiveness of teachers; Enhancement of the multiple intelligences of students.