What I Learned as a Physical Educator

2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Jerry Freischlag
Keyword(s):  
Physical Education ◽  
Physical Educator

All professions foster an identity among practitioners. Physical education is no different. How this identify influences and is expressed throughout one’s life and lifestyle is a topic not seen in our literature. In this essay, I provide a perspective for those entering as well as those engaged in the profession to reflect on the scope of being a physical educator. I’ll start with my beginning in the profession.

Physical Activity for Everyone: What Every Physical Educator Should Know about Promoting Lifelong Physical Activity

2002 ◽  
Vol 21 (2) ◽  
pp. 128-144 ◽  
Author(s):  
Charles B. Corbin
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Scientific Evidence ◽  
Self Esteem ◽  
Self Management ◽  
Active Living ◽  
Management Skills ◽  
Physical Educator ◽  
Common Misconceptions

In recent years evidence has accumulated to document the importance of physical activity to lifelong health and fitness. This paper is based on the assumption that a primary goal of physical education is to promote lifetime physical activity. Common misconceptions are described and alternatives for change are proposed: (a) recognizing the unique physical activity needs of youth; (b) promoting opportunities for girls; (c) changing our focus from fitness to physical activity; (d) promoting self-esteem and feelings of competence among youth; (e) narrowing the scope of our objectives; and (f) emphasizing self-management skills in high school to help youth adopt active living as adults. The suggestions are based on scientific evidence and the author’s own experience.

Women in Sport and Physical Education: A Review of the Literature in Selected Journals

1993 ◽  
Vol 2 (2) ◽  
pp. 21-49
Author(s):  
Robyn S. Lock
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Knowledge Base ◽  
Exercise Physiology ◽  
Physical Educators ◽  
Review Of The Literature ◽  
Education Literature ◽  
Sport Pedagogy ◽  
Women In Sport ◽  
Physical Educator

The purpose of the paper was to review the physical education literature in selected journals with regard to women’s issues. The review was inclusive of the years 1972 to 1991 and focused on five prominent publications in physical education: Research Quarterly, a journal which presents current research in the different knowledge base areas in physical education (exercise physiology, biomechanics, sport pedagogy, etc.); The Journal of Physical Education Recreation & Dance, a journal which features articles for the practitioner in physical education; Quest, a journal which is a publication of an association of physical educators in higher education; The Journal of Teaching in Physical Education, which focuses on pedagogy in physical education; and The Physical Educator, a journal which is a publication of Phi Epsilon Kappa, a fraternal organization in physical education.

scholarly journals Selim Sırrı Tarcan: a Pioneer in the Development of Physical Education and Sports in Turkey

2012 ◽  
Vol 54 (1) ◽  
pp. 41-48
Author(s):  
Gıyasettin Demirhan ◽  
Ferman Konukman
Keyword(s):  
Teacher Preparation ◽  
Physical Education ◽  
Informal Education ◽  
Physical Education Teacher ◽  
National Assembly ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Physical Educator ◽  
Education In Turkey ◽  
Significant Figures

Selim Sırrı Tarcan: a Pioneer in the Development of Physical Education and Sports in TurkeySelim Sırrı Tarcan was one of the most important significant figures of modern physical education teacher education in Turkey. He played a crucial role in the organization of physical education and sports in schools and Olympic Games in Turkey. Tarcan served as a soldier, physical educator and director of the Turkish Grand National Assembly. Tarcan also wrote articles in the newspapers, held conferences on the radio and organized several meetings for spreading the physical education and sports for the purpose of public adoption. He held the first conference in the field in Istanbul when he returned from Sweden. Therefore, the purpose of this article is to explain contributions of Tarcan in four areas: his interest in physical education and sports, teacher preparation, contribution to formal, and informal education in Turkey.

Including a Child with Severe Cerebral Palsy in Physical Education: A Case Study

2000 ◽  
Vol 17 (2) ◽  
pp. 161-175 ◽  
Author(s):  
E. William Vogler ◽  
Patricia Koranda ◽  
Tom Romance
Keyword(s):  
Cerebral Palsy ◽  
Physical Education ◽  
Social Acceptance ◽  
Educational Practice ◽  
Study Data ◽  
Systematic Observation ◽  
Highly Effective ◽  
Physical Educator ◽  
Qualitative Nature

The purpose was to examine an inclusive physical education kindergarten class containing a child with severe spastic diplegic cerebral palsy. An adapted physical educator served as a human resource. Participants were a kindergartner (6 years of age) with severe disability, 20 nondisabled peers (5-6 years of age), an adapted physical educator, and a regular physical educator. The research method was case study. Data were collected periodically by systematic observation and by interview during an 18-week period in the fall school semester. Twenty percent, or approximately one class per week (n = 19) were analyzed that were movement exploration in nature. Results indicated that inclusion classes were highly effective in time engagement and management, and the qualitative nature of inclusion was one of widespread social acceptance and successful motor participation. It was concluded that the use of a people resource model, with an adapted educator, is a highly effective educational practice.

Searching for Balance: A Historian’s View of the Fractured World of Kinesiology

2020 ◽  
pp. 1-7
Author(s):  
Patricia Vertinsky
Keyword(s):  
Physical Education ◽  
21St Century ◽  
Research University ◽  
Academic Career ◽  
Historical Context ◽  
The Political ◽  
Nature And Culture ◽  
Job Opportunities ◽  
History Of ◽  
Physical Educator

In this essay, I drew upon the perspectives of Walter Benjamin’s “angel of history” in reflecting upon the history of kinesiology and the influences that led to my own academic career in kinesiology. I have outlined how my disciplinary training as a physical educator and educational historian provided the resources to propel my continuing inquiry into the inter- and cross-disciplinary (and intrinsically entangled) nature of kinesiology. Gender, nationality, training, location, and timing all had their influences on my education and job opportunities and upon building toward a career in a research university where physical education and kinesiology, by design and accident, increasingly separated from one another. From the perspective of a sport historian, I suggest that the language and pursuit of balance might be applied productively to thinking about the future of kinesiology. Sport historians can help in this mission by training a critical lens upon the ongoing traffic between nature and culture and the deep sociocultural situatedness of the science and technology practices used in kinesiology teaching and research in the 21st century. In essence, they can illuminate the historical context of the tools that now frame kinesiology’s questions and the political context in which their answers emerge.

Transition of Students with Disabilities into Community Recreation: The Role of the Adapted Physical Educator

1992 ◽  
Vol 9 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Patricia L. Krebs ◽  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Life Skills ◽  
Skills Training ◽  
Adapted Physical Education ◽  
Developmental Approach ◽  
Community Sport ◽  
Physical Educator ◽  
Sport And Recreation

The mission of education is to prepare all students with and without disabilities for adult life in the community. Recent amendments to Public Law 94-142 now require transition services, which promote movement from school to postschool activities, for all students with disabilities to begin as early as age 14 and to be included in the student’s IEP. Most special education programs provide vocational, domestic, and community independent living skills training. However, the same cannot be said for lifelong sport and fitness training. A life-skills model for teaching sport and fitness skills that are chronologically age appropriate, functional, and community based is preferred to the traditional developmental approach for teaching adapted physical education. The life-skills model for teaching adapted physical education changes the setting–from school sport facilities to community sport and recreation facilities–in which adapted physical education classes are conducted. It also expands the role of the adapted physical educator from direct service provider to include transition team member, consultant to regular physical education and community sport and recreation agencies, trainer of support personnel, and environmental analyst.

scholarly journals Keeping The Physical Educator “Connected” An Examination Of Comfort Level, Usage And Professional Development Available For Technology Integration In The Curricular Area Of Physical Education

2017 ◽  
Vol 10 (4) ◽  
pp. 225-230
Author(s):  
Megan Adkins ◽  
Matthew R. Bice ◽  
Vicki Worrell ◽  
Nita Unruh
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Technology Use ◽  
Comfort Level ◽  
Future Research ◽  
Physical Education Teachers ◽  
Online Questionnaire ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Physical Educator

Schools continue to integrate the use of technology, and gymnasiums are not an exception.  The purpose of the study was to determine the comfort level of Physical Education teachers integrating technology in the gymnasium, determine types of professional development provided for technology use, and potential barriers associated with technology usage. A survey of 179 practicing Physical Education teachers located in the Midwest completed an online questionnaire. Results indicated Physical Education teachers were comfortable integrating technology but reported inadequate professional develop on technology device implementation.  These findings suggest Physical Educators are willing to integrate technology but the professional development and resources available to accomplish this is lacking. Future research should examine PETE program offerings, and additional PD opportunities offered by SHAPE America within the area of technology and Physical Education.

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