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Goal-directed reflection (GDR) is a strategy that targets the contemplative examination of specific aspects of teaching. The GDR process can be used by a PETE program that uses a systematic approach to supervision. The process consists of identifying specific teaching behaviors, aligning these target behaviors with Praxis III/Pathwise domains, collecting and analyzing data to determine the achievement of goals, and setting new teaching goals. The candidates benefit from a focus on specific teaching behaviors and from the feedback they receive when they meet their goals. Goal-directed reflection creates a shared language and consistent message throughout the teacher preparation program, and it helps the teacher candidate to achieve programmatic expectations as well as demonstrate local, state, and national standards for beginning teachers. (Contains 2 tables.)

A recent social media post about dodgeball was an all-too-familiar attempt to validate the game as credible physical education content. It was evident by the many replies and comments to the post, that many in our profession are (a) still playing this "hall-of-shame" game; (b) think that all students love it; (c) believe it is teaching some kind of life skill; and (d) if we don't play it, we are making kids "soft". Dodgeball has been in the mock "physical education hall of shame" for over 20 years. How is this still a go-to for so many in our profession? Additionally, why do so many in our profession continue to defend the game with conviction and shame those who oppose it?

Teaching and learning of sport and sports-related games dominates the curriculum in most secondary physical education programs in America. For many secondary school students, playing games can be exciting and lead to a lifetime of participation in sport-related activities. Using the Tactical Games Model (TGM) (Mitchell et al., 2006) to teach the new racquet game of Speedminton is a great way to deliver sport-related content that incorporates standard 1 (motor competencies), 2 (tactics, strategies and movement patterns), 3 (regular physical activity participation), 4 (health enhanced-fitness level), and 6 (value for challenges enjoyment and social interaction), from the National Standards for Physical Education (NASPE, 2004). The benefits of including Speedminton in the classroom using the tactical games approach include: (a) increasing physical activity opportunities and improving fitness; (b) improving students' ability to apply tactical and strategic concepts of gameplay; (c) providing the opportunity to enjoy a new game; and (d) learn new ways to be physically active throughout a lifetime. (Contains 1 figure and 4 tables.)

The article presents information on the role of quality physical education (PE) programs in the total education of school youth defined by the organization National Association for Sport and Physical Education. The article focuses that cognitive and psychomotor development is important to PE. The article attempts to inform and highlight affective learning in the high school PE as defined by the organization Ohio Department of Education (ODE).

The article discusses the non-traditional sport of Speedminton using a tactical games approach. Speedminton is a combination of badminton, tennis, and racquetball. The rules of the game can be varied and modified if needed. Suggested steps to consider when implementing the sport into the physical education program are offered.