1988–1998 National Practices in K-12 Health Education and Physical Education Teacher Certification

2000 ◽  
Vol 31 (3) ◽  
pp. 143-149 ◽  
Author(s):  
John P. Bennett ◽  
Michael A. Perko ◽  
James H. Herstine
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Teacher Certification ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
K 12

Preservice Physical Education Teacher Attitudes Toward Fitness Tests and the Factors Influencing Their Attitudes

2002 ◽  
Vol 21 (2) ◽  
pp. 193-207 ◽  
Author(s):  
Xiaofen Deng Keating ◽  
Stephen Silverman ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Education ◽  
Professional Organizations ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Cognitive Components ◽  
Positive Attitudes ◽  
Fitness Tests ◽  
Pete Programs ◽  
K 12

This study examined preservice teacher (PT) attitudes toward fitness tests in schools. A total of 613 PTs at 10 state universities took part in the study. Participants completed a previously validated instrument designed to measure the affective and cognitive components of attitude toward fitness tests. Results suggested that PTs had only slightly positive attitudes toward fitness tests. They did not believe strongly that fitness tests were important or useful. Similar attitude responses were found as students’ professional preparation increased. Thus, physical education teacher education (PETE) programs did not appear to significantly change PT attitudes. Age, gender, associations with professional organizations, or the type of fitness test PTs had performed in their K-12 education also did not impact their attitudes. PT previous experience with fitness tests, however, did influence their attitudes. As might be expected, those who had positive experiences had more positive attitudes.

Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education

2015 ◽  
Vol 34 (4) ◽  
pp. 716-724 ◽  
Author(s):  
David N. Daum ◽  
Amelia M. Woods
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Cognitive Theory ◽  
Educational Opportunity ◽  
Faculty Members ◽  
School Level ◽  
Physical Education Teacher ◽  
High School Level ◽  
Education Teacher ◽  
K 12

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

Principled, Modest, and Giving … Don Hellison’s Impact Through the Eyes of His Peers

2020 ◽  
Vol 39 (3) ◽  
pp. 321-330 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Work Experience ◽  
Physical Education Teacher ◽  
Gender History ◽  
Education Teacher ◽  
Written Responses ◽  
Physical Education Teacher Education ◽  
Sport Pedagogy ◽  
K 12

This paper consists of reflections by a group of higher education peers on Don Hellison’s impact and legacy. The group of peers reflects a mix of gender, history and (work) experience with Hellison, and philosophical positions. Their views are presented around thematic topics, based on written responses to select questions. Some of the themes include Hellison’s impact on school physical education, physical education teacher education, his atypical role and identity as a researcher and scholar, and him being ahead of his time. The consensus view across Hellison’s peers is Hellison having impacted K–12 physical education, physical education teacher education, and the sport pedagogy research enterprise in significant ways that will be long lasting.

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

2015 ◽  
Vol 34 (1) ◽  
pp. 59-75 ◽  
Author(s):  
Insook Kim ◽  
Yun Soo Lee ◽  
Phillip Ward ◽  
Weidong Li
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Content Knowledge ◽  
Teacher Quality ◽  
Critical Examination ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Course Syllabi ◽  
K 12

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of the movement content courses, (c) the focus of the movement content course syllabi, and (d) pedagogical tasks used to teach movement content knowledge. Data were collected from websites, program coordinators, and course syllabi in 26 PETE programs and analyzed using descriptive statistics or one-way chi-square test. A primary conclusion from this study is that not a lot of common content knowledge is taught in the PETE curriculums we examined. A second conclusion is that specialized content knowledge does not represent a significant focus in the movement content classes. These findings both support and challenge current policy initiatives that address teacher quality in PETE.

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