scholarly journals Improving Quality Physical Education: Conceptual and Practical Framework, and Barriers to Its Global Implementation

2021 ◽  
Vol 3 (2) ◽  
pp. 296-320
Author(s):  
Zhixing Xu ◽  
Jing Lin ◽  
Siyong Xia
Keyword(s):  
Physical Education ◽  
Strong Support ◽  
Opportunity To Learn ◽  
The United States ◽  
Program Assessment ◽  
Core Component ◽  
Institutional Barriers ◽  
Core Elements ◽  
Practical Guidelines ◽  
K 12

Abstract To exert benefits of physical education and enhance the health of teenagers, the idea of Quality Physical Education (qpe) had been put into practice since 1995 as the guideline for the implementation of physical education in K-12 schools in the United States. qpe consists of two parts: the conceptual framework and practical guidelines, which contain four core elements: “Opportunity to Learn,” “Meaningful Content,” “Appropriate Instruction,” and “Student and Program Assessment.” Each core component is broken down into sections, subsections, and programmatic elements, to fit into unesco’s benchmarks, which regulate the overall process and procedures in physical education as minimum standards, offering strong support for educators to design and implement high qpe. In the global endeavor to implement qpe, however there are major barriers, specifically institutional barriers, teacher-related barriers, and student-related barriers which prevent qpe to be fully and effectively adopted.

Curriculum Reform for K-12 Physical Education in the United States: Standards or Standardization

2020 ◽  
Vol 29 (6) ◽  
pp. 651-664
Author(s):  
Jung-Hwan Oh ◽  
Jae-Ho Park ◽  
Sung-Woo Cho ◽  
Sok Park
Keyword(s):  
United States ◽  
Physical Education ◽  
Curriculum Reform ◽  
The United States ◽  
K 12

Campaigning in a Racially Diversifying America

2020 ◽  
Author(s):  
Loren Collingwood
Keyword(s):  
Immigration Policy ◽  
Minority Group ◽  
El Paso ◽  
Strong Support ◽  
The United States ◽  
Maximum Effect ◽  
Institutional Barriers ◽  
White Voters ◽  
Electoral Mobilization ◽  
The U.S

As the United States moves toward a majority-minority country, candidates for public office must increasingly make appeals to voters from a range of racial and ethnic backgrounds. In 2008, Barack Obama did this to maximum effect with white voters across the U.S. Most recently, in 2018, Beto O’Rourke nearly became the first Democratic senator from Texas since the 1990s. O’Rourke, who grew up in El Paso, speaks Spanish and is extremely knowledgeable about border issues and immigration policy more generally, which translated into strong support and turnout among Latino voters. In Campaigning in a Racially Diversifying America: When and How Cross-Racial Electoral Mobilization Works, Loren Collingwood examines the specific case of how and when white/Anglo candidates mobilize Latino voters, and why some candidates are successful whereas others are not. Drawing on extensive data collection, statistical analysis, and archival evidence, Collingwood traces the development of cross-racial mobilization across the U.S. South and the Southwest since the 1940s. Extensive cross-racial mobilization is most likely to occur when elections are competitive, institutional barriers to the vote are low, candidates have previously developed a welcoming racial reputation with target voters, whites’ attitudes are racially liberal, and the Latino electorate is large and growing. Collingwood convincingly argues—and empirically demonstrates—that to maximize the vote across the racial aisle, white/Anglo candidates must develop minority-group cultural competence and group-specific policy expertise. With these qualities, and maximum efforts at cross-racial mobilization, non-co-ethnic candidates can begin to approach the electoral benefits previously thought only accrued to co-ethnic candidates.

High Stakes Testing and Educational Inequality in K-12 Schools

2019 ◽  
Author(s):  
Ronald W. Solórzano
Keyword(s):  
Students Of Color ◽  
English Learners ◽  
Curriculum And Instruction ◽  
Opportunity To Learn ◽  
High Stakes Testing ◽  
School Personnel ◽  
The United States ◽  
Low Achievement ◽  
High Stakes ◽  
K 12

The ubiquitous use of high stakes tests in K-12 schools in the United States has a deleterious effect on students of color (e.g., Black and Latino). Punitive policies related to test outcomes, such as retention and graduation, have been particularly damaging. In fact, the historical use of tests has been linked to exclusionary and racist motives resulting in discriminatory practices in college admissions while leading to genetic and cultural deficit theories to explain low achievement for students of color. The legacy of these early uses of tests has maintained its adverse presence in today’s educational landscape. National data on grade retention, high school dropout rates, and achievement indicate that students of color are disproportionately penalized by school-based policies resulting in an unequal educational experience. Unfortunately, these trends have been persistent reflecting achievement gaps between White and Asian students and Latino and Black students, and where, in most cases, no meaningful progress in eliminating these gaps has been made. English learners are particularly harmed by these policies and tests since language and opportunity to learn (OTL) concerns persist. Trends of low achievement are attributed to poorly resourced schools, cultural deficit theories employed by school personnel, and the invalid use of tests. Schools could serve students better by employing a curriculum and instruction that is culturally and linguistically relevant, that integrates communities and schools to critically analyze their educational and social-political status and agency thus empowering both for lasting change. Furthermore, teachers need to be empowered to be instructional leaders who critically evaluate their curriculum and instruction so as to educate and liberate students of color.

scholarly journals Do School Administrators Know What Practices are Appropriate in Physical Education?

2016 ◽  
Vol 22 (1) ◽  
pp. 53-63
Author(s):  
David BARNEY ◽  
Keven A. PRUSAK
Keyword(s):  
Physical Activity ◽  
United States ◽  
Physical Education ◽  
Instructional Practices ◽  
School Administrators ◽  
The United States ◽  
Institutional Review Board ◽  
Physical Educators ◽  
Institutional Review ◽  
K 12

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to investigate school administrators’ knowledge of appropriate instructional practices in physical education. For this study 130 k-12 school administrators from two states in the United States were surveyed regarding their knowledge of appropriate instructional practices in physical education. University Institutional Review Board granted approval to conduct this study. Surveys were sent electronically to the school administrators to take. At the completion of the survey the school administrators were able to click a submit button and have the surveys returned to the researchers. It was found that school administrators identified dodge ball, relay races and elimination tag as an appropriate instructional practice. Also, full-sided games (30 students divided into two teams) were appropriate for students to participate in. These instructional practices are considered inappropriate for students to participate in. The implications of this study are to inform school administrators what practices are appropriate and inappropriate. It is hoped that physical educators and school administrators will work together to see that appropriate instructional practices are taught in physical education, thus benefitting students to become competent in their participation in physical activity. 本研究的目的是探討學校管理者對體育的教學實踐知識。在這項研究中，邀請兩個州份的130位 K-12學校行政人員進行調 查，並獲大學機構審查委員會准許進行這項研究。調查以電子方式發送給學校管理者採取。結果發現，學校的管理者確定躲避球和接力賽作為適當的教學實踐。希望體育教師和學校管理者將共同努力，看到合適的體育教學實踐，從而惠及學生參與體能活動。

Parent Perceptions of a College Physical Education Program for Homeschool Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Steven Groccia ◽  
Michelle Moosbrugger ◽  
Kevin Mirando
Keyword(s):  
Physical Education ◽  
Education Program ◽  
Developmentally Appropriate ◽  
Parent Perceptions ◽  
Affective Learning ◽  
The United States ◽  
Social Emotional Development ◽  
Field Notes ◽  
Group Interviews ◽  
K 12

Although the number of homeschool students in the United States has increased to approximately 2 million K–12 students as of spring 2010, there has been limited research on homeschool families and physical education. In particular, investigations of parent perceptions of homeschool physical education programs are lacking. The purpose of this study was to examine the parent perceptions of a college physical education program for homeschool children. Participants included 11 female parents of a child or children enrolled in the homeschool physical education program for 6 weeks. Data were collected through focus group interviews with the 11 parents placed in one of three groups based on the age of their participant(s). In addition, observational field notes were taken before, during, and after each homeschool physical education session. Data were inductively analyzed for themes through constant comparison of raw data. Methodological and investigator triangulation and member checking were utilized and supported trustworthiness. Five main themes emerged from the data from the parent perceptions of physical education and benefits of participating in physical education. For physical education, homeschool parents described a developmentally appropriate curriculum. Further, the theme of negative physical education experiences describes poor physical activity experiences that have influenced parent perceptions of physical education. Homeschool parents recognized multiple benefits of physical education in relation to their children and to the family. At the student participation level, the theme of affective learning describes the social-emotional development experienced by the homeschool children through the physical education program. The theme of student exposure describes other participant benefits of a physical education program. Finally, the theme of impact on family describes the benefits associated with physical education taking place outside of the college physical education program.

Teaching Self-Protection to Students With Disabilities

2021 ◽  
pp. 004005992110383
Author(s):  
Rhyanne Hartwig ◽  
Brock McMullen
Keyword(s):  
United States ◽  
Physical Education ◽  
Sexual Assault ◽  
Students With Disabilities ◽  
The United States ◽  
Physical Education Teachers ◽  
Individuals With Disabilities ◽  
Potential Strategy ◽  
K 12 ◽  
Self Protection

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of sexual assault or abuse. Individuals with disabilities are three times as likely to be a victim of serious violent crimes than any other population in the United States. To protect these individuals and to help them protect themselves, a potential strategy is to implement a self-protection unit in their physical education. A self-protection unit will teach students four areas of knowledge: awareness, prevention, escape, and recovery. The purpose of this paper is to educate physical education teachers on the incidence of sexual assault and abuse of individuals with disabilities and how they can implement and teach self-protection skills to students with disabilities in physical education.

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