Integrating Best Practices in ELL Classrooms with Quality Physical Education Instruction

2015 ◽  
Vol 86 (3) ◽  
pp. 51-53
Author(s):  
Yara Santillan ◽  
Jennifer M. Jacobs ◽  
Paul M. Wright
Keyword(s):  
Physical Education ◽  
Best Practices

scholarly journals Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Gabriella M. McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed non-significant associations between implementation group and gains in school capacity (F [2, 24] = 1.63; p = .21), class capacity (F [2, 24]=0.20 p = .82), lunchroom capacity (F [2, 24]=0.29; p = .78), and physical education (F [2, 24]=1.45; p = .25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention Through Mixed Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A Lee ◽  
David A Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
School Environment ◽  
Qualitative Data ◽  
Healthy Lifestyle ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Over Time

Abstract Background: School wellness programming is important for promoting academic achievement and healthy lifestyles in youth; however, research is needed on methods that can help schools implement and sustain programs on their own. The purpose of this study was to investigate factors within and outside the school environment that impacted school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N=30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA analyses revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24]=1.63; p=.21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated factors within the outer setting (i.e., engaging community partners) that facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) significantly affected implementation. Implementation process construct themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors impacting sustainability, such school culture and knowledge of school wellness policy. Conclusions: Findings suggest a modest but important impact of implementation on capacity change which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.Trial Registration: NCT04045288

scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: Findings suggest a potential relationship between implementation and capacity change, which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.

Exploring the Meaning of Practicum Experiences for PETE Students

2003 ◽  
Vol 20 (4) ◽  
pp. 381-399 ◽  
Author(s):  
Samuel R. Hodge ◽  
Deborah Tannehill ◽  
Mary Ann Kluge
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Best Practices ◽  
Thematic Analysis ◽  
Adapted Physical Education ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Reflective Journals ◽  
Physical Education Teacher Education ◽  
Practicum Experiences

This phenomenological qualitative study explored the meaning of practicum experiences for physical education teacher education (PETE) students. Participants were 10 PETE students majoring in teaching and enrolled in an introductory adapted physical education course with an inclusion-based practicum requirement. Data were collected from participants’ self-reflective journals and analyzed using thematic analysis procedures (Giorgi, 1985). Eleven themes emerged that reflected the meaning of practicum experiences for these students. Our findings suggest that journaling provides a medium for PETE students to identify issues, address problems, and think critically about best practices.

scholarly journals Health, Physical Education and Sport: Perspectives and Best Practices : Book of Abstracts of the 3rd International scientific and practical online conference, 12-13 May, 2021, Kyiv

2021 ◽  
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Physical Education ◽  
Best Practices ◽  
Physical Culture ◽  
Economic Aspects ◽  
Modern Health Care ◽  
Health Care Technologies

Modern health care technologies, innovative practices in sports and physical education are covered in the Book of Abstacts. Philosophical, organizational and socio-economic aspects of the development of physical culture and sports, medical-biological, physiological and psychological principles of the athletes’ training, issues of physical education of different groups, present-day fitness technologies, physical therapy and ergotherapy are considered here

scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

scholarly journals Evaluating The Implementation of The SWITCH® School Wellness Intervention Through Mixed Methods

2020 ◽  
Author(s):  
Gabriella M. McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
School Environment ◽  
Qualitative Data ◽  
Healthy Lifestyle ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Over Time

Abstract Background: School wellness programming is important for promoting academic achievement and healthy lifestyles in youth; however, research is needed on methods that can help schools implement and sustain programs on their own. The purpose of this study was to investigate factors within and outside the school environment that impacted school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N=30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA analyses revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24]=1.63; p=.21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated factors within the outer setting (i.e., engaging community partners) that facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) significantly affected implementation. Implementation process construct themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors impacting sustainability, such school culture and knowledge of school wellness policy. Conclusions: Findings suggest a modest but important impact of implementation on capacity change which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.

A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children

2020 ◽  
pp. 1-17
Author(s):  
Kristen Izaryk ◽  
Robin Edge ◽  
Dawn Lechwar
Keyword(s):  
Best Practices ◽  
Communication Disorders ◽  
Assessment Tools ◽  
Self Report ◽  
Speech Language Pathologists ◽  
Teacher Report ◽  
Formal Assessment ◽  
Language Sampling ◽  
Specific Assessment ◽  
Social Communication Disorders

Purpose The purpose of this article is to explore and describe the approaches and specific assessment tools that speech-language pathologists are currently using to assess social communication disorders (SCDs) in children, in relation to current best practices. Method Ninety-four speech-language pathologists completed an online survey asking them to identify which of the following approaches they use to assess children with SCD: parent/teacher report, naturalistic observation, formal assessment, language sample analysis, interviews, semistructured tasks, and peer/self-report. Participants were also asked to identify specific assessment tools they use within each approach. Results Participants most commonly assess SCDs by combining interviews, naturalistic observation, language sampling, parent/teacher report, and formal assessment. Semistructured tasks and peer/self-report tools were less frequently utilized. Several established parent/teacher report and formal assessment tools were commonly identified for assessing SCDs. Most participants use an informal approach for interviews, language sampling, and naturalistic observations in their SCD assessment process. Conclusions Generally, participants follow best practices for assessing SCDs by combining several different approaches. Some considerations for future assessment are identified, including the use of established protocols in the place of informal approaches in order to make the assessment of SCDs more systematic. Future directions for research are discussed.

Sign in / Sign up

Export Citation Format

Share Document