Effects of a Physical Education Program on Children’s Manipulative Skills

1998 ◽  
Vol 17 (3) ◽  
pp. 327-341 ◽  
Author(s):  
Thomas L. McKenzie ◽  
John E. Alcaraz ◽  
James F. Sallis ◽  
F. Nell Faucette
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Education Program ◽  
Development Program ◽  
Classroom Teachers ◽  
Education Programs ◽  
Gain Scores ◽  
Education Professional ◽  
Treatment Conditions ◽  
Education Professional Development

We assessed effects of a physical education professional development program on 3 manipulative skills of 4th- and 5th-graders. Seven schools were randomly assigned to 3 treatment conditions: PES (Physical Education Specialists), TT (Trained Classroom Teachers), and CO (Controls). Students (358 boys, 351 girls) were randomly selected from 56 classes and tested on throwing, catching, and kicking. In the fall baseline, boys scored higher than girls; 5th-graders scored higher than 4th-graders. In the spring, children in PES schools had improvements of 21%; those in TT and CO schools gained 19% and 13%, respectively. Gain scores were significant for catching (p = .005) and throwing (p = .008). Intervention effects did not differ by gender or grade. Adjusting for condition, boys made significantly greater gains than girls. The results indicate that children’s manipulative skills can be improved by quality physical education programs delivered by PE specialists and classroom teachers with substantial training.

“I’d Rather Chew on Aluminum Foil:” Overcoming Classroom Teachers’ Resistance to Teaching Physical Education

2002 ◽  
Vol 21 (3) ◽  
pp. 287-308 ◽  
Author(s):  
Nell Faucette ◽  
Peg Nugent ◽  
James F. Sallis ◽  
Thomas L. McKenzie
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Development Program ◽  
Aluminum Foil ◽  
Professional Development Program ◽  
Classroom Teachers ◽  
Structured Interviews ◽  
Instructional Behaviors ◽  
Self Confidence ◽  
Problem Solve

Classroom teachers’ responses to a 2-year professional development program are presented. Sixteen 4th- and 5th-grade teachers involved in Project SPARK completed structured interviews, questionnaires, and written evaluations of program sessions. Although in Year 1 more than half of the teachers expressed concerns about schedules and equipment management, results indicated that the program helped increase their self-confidence when teaching physical education. Participants believed that students benefitted from their enhanced knowledge and instructional behaviors. Program components most appreciated included: the input received and responsiveness of the design team; opportunities to collaborate, discuss concerns, and problem-solve with each other and the facilitators; and having on-site and large-group-session modeling. Results indicated that the teachers were less enthusiastic about a self-management curriculum due to its behavioral emphasis, yet supported the assertion that an ongoing, supportive professional development program can substantially improve classroom teachers’ physical education programs.

Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia

2017 ◽  
Vol 71 (4) ◽  
pp. 237-256 ◽  
Author(s):  
Shinen Wong ◽  
Heather Tan
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Professional Education ◽  
Spiritual Care ◽  
Spiritual Health ◽  
Development Programs ◽  
Education Programs ◽  
Education Professional ◽  
Education Professional Development ◽  
Professional Health

This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.

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