Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Darla M. Castelli ◽  
Latrice Sales Mitchell
Keyword(s):  
Public Health ◽  
Teacher Education ◽  
Physical Education ◽  
Well Being ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact ◽  
Health And Well Being ◽  
Selective Integration

The authors explore the priorities for American physical education in the 21st century and reconsider the role of physical education teacher education. Purpose: This chapter will discuss the potential intersection of kinesiology, physical education, and public health with the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. Method: A narrative summary of published works was used to support the rationale for reciprocal selective integration to increase the impact of physical education, kinesiology, and public health efforts to enhance health and well-being. Results: The practices and programs should be specialized and pedagogically focused to advance integrative, community-based approaches designed to achieve the national physical education standards and improve health and well-being. These new approaches are timely and essential in schools and communities, especially those where children and families experience adversity. Discussion/Conclusion: There are many ways in which selective integration can transpire. A redesign of physical education teacher education is warranted and timely.

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

The Impact of Participation in an Outdoor Education Program on Physical Education Teacher Education Student Self-Efficacy to Teach Outdoor Education

2020 ◽  
Vol 39 (1) ◽  
pp. 18-27
Author(s):  
Kate Hovey ◽  
Diana Niland ◽  
John T. Foley
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Education Student ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Student ◽  
The Impact

Purpose: Self-efficacy, having been identified as a factor influencing teacher effectiveness, combined with the increased prevalence of outdoor education (OE) content being taught within physical education contexts, warrants the need for physical education teacher education (PETE) programs to address OE outcomes. Therefore, the purpose of this study was to determine if participation in an OE program increased self-efficacy to teach OE among PETE students. Methods: PETE students (N = 95) were taught OE content in multiple residential environments and were evaluated using the “Survey of Self-efficacy for Teaching Outdoor Education.” Results: Results indicated a significant increase in self-efficacy scores from pretest to posttest in all content areas (OE skills, group dynamic skills, and models and theories). Overall, the OE program had a large effect in changing self-efficacy scores. Conclusion: Participation in the program positively affected PETE students’ self-efficacy for teaching OE, which may improve their ability to ultimately teach this content in physical education settings.

School–university partnerships and physical education teacher education student learning: A fruitful division of labour?

2012 ◽  
Vol 18 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Fiona Chambers ◽  
Kathleen Armour
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Professional Learning ◽  
Teaching Practice ◽  
Education Student ◽  
Physical Education Teacher ◽  
University Partnerships ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.

scholarly journals Sustainable Service-Learning in Physical Education Teacher Education: Examining Postural Control to Promote ASD Children’s Well-Being

2021 ◽  
Vol 18 (10) ◽  
pp. 5216
Author(s):  
Teresa Valverde-Esteve ◽  
Celina Salvador-Garcia ◽  
Jesús Gil-Gómez ◽  
María Maravé-Vivas
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Postural Control ◽  
Well Being ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Third ◽  
Children With Asd

As classrooms become more and more diverse, it is imperative to provide physical education teacher education (PETE) students with opportunities to develop competencies that promote quality education for all students. In this study, PETE students applied a physical education service-learning (SL) program aimed at enhancing Autism Spectrum Disorder (ASD) children’s motor domain and general well-being—objectives that are connected to the third focus of the United Nations’ Sustainable Development Goals (SDGs). Traditionally, research on SL has focused on students’ outcomes, and there is a call to examine SL’s effects on service receivers, which is the gap this paper aspires to fill. The aim of this study was to measure the postural control of children with ASD who were involved in a 6-month SL program in comparison to ASD peers in a control group. A quasi-experimental design was used in which a total of 29 children with ASD participated. The results of the experimental group showed a significant improvement in the vestibular pathways, an improvement trend in the somatosensorial and visual pathways and improvements in the dynamic tests. This study provides valuable feedback about how SL programs can benefit ASD children to improve their postural control, thus contributing to the third SDG concerned with well-being promotion.

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