scholarly journals A Qualitative Inquiry of a Three-Month Virtual Practicum Program on Youth with Visual Impairments and Their Coaches

2022 ◽  
Vol 19 (2) ◽  
pp. 841
Author(s):  
Lauren J. Lieberman ◽  
Lindsay Ball ◽  
Pamela Beach ◽  
Melanie Perreault
Keyword(s):  
Goal Setting ◽  
Phenomenological Study ◽  
Visual Impairments ◽  
Professional Preparation ◽  
Qualitative Inquiry ◽  
Teacher Education Programs ◽  
Physical Education Teacher ◽  
Physical Education Teacher Education ◽  
Effective Program ◽  
Positive Effect

Research has shown that the practicum experience for professional preparation students in physical education teacher education programs related to teaching youth with disabilities can improve self-efficacy. It is not currently known if a virtual program can be effective for the professional preparation students or the participants. The objective of this study was to determine the experiences of the participants of a three-month virtual practicum program. In this phenomenological study, thirty youth with visual impairments and 1:1 professional preparation students (coaches) took part in a three-month virtual physical activity program. A total of 11 coaches took part in 2 focus groups, and 10 of the participants were interviewed about their experiences in this unique practicum. Findings in this three-month program revealed four themes: (1) friendship, (2) self-determination, (3) goal setting, and (4) barriers. The results of the qualitative inquiry indicate that a virtual practicum program can have a positive effect on both the participants and the professional preparation students. Virtual programs should also be aware of barriers to implementing an effective program to benefit all parties.

Chapter 2: Reversing Policy Neglect in U.S. Physical Education: A Policy-Focused Primer

2021 ◽  
pp. 1-10
Author(s):  
Hans van der Mars ◽  
Hal A. Lawson ◽  
Murray Mitchell ◽  
Phillip Ward
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Historical Perspective ◽  
Teacher Education Programs ◽  
Policy Advocacy ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Physical Education Policy ◽  
Development Structure

Notwithstanding the contributions of a few policy experts, overall physical education is constrained by policy illiteracy and neglect. A brief historical perspective on physical education policy provides a foundation for “a policy primer” founded on three recurring needs: (a) antecedent and corequisite factors meriting attention in support of policy improvement, (b) field-wide capacity-building in support of policy advocacy and improvement, and (c) specialized policy courses and seminars in physical education teacher education and doctoral physical education teacher education programs. Recommendations for policy-focused research and development structure a new agenda that merits attention and action.

scholarly journals Physical Best and FitnessGram Use among United States PETE Programs

2014 ◽  
Vol 20 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Joe DEUTSCH ◽  
Paul Christianson
Keyword(s):  
Physical Education ◽  
Teacher Education Programs ◽  
Fitness Testing ◽  
Physical Education Teacher ◽  
Education Programs ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Health Related ◽  
Pete Programs

The Physical Best (PB) curriculum was launched in 1987 with a mission of fostering a healthier youth by providing quality resources and professional development for educators. The purpose of this study was to find out how many Physical Education Teacher Education programs are using the PB curriculum, as well as how many are using Fitnessgram fitness testing and the reasons for their decisions. The results of the data gathered from this study show that 53% (N=52) of the programs surveyed do use the program, representing just over half of those who responded (N=97). With the PB curriculum being the only health-related fitness curriculum created by the National Association of Sport and Physical Education and the fact it can be infused into a preexisting curriculum, the researchers were surprised to not find more use of the curriculum in PETE programs. Specific reasons given for not using the curriculum pertained more to the complexity of their program circumstances and less about the actual quality of the curriculum.

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