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2022 ◽  
Vol 3 ◽  
Author(s):  
Rebecca J. Lloyd ◽  
Stephen J. Smith

The overarching purpose of the InterActive for Life (IA4L) project is to mobilize relational knowledge of partnered movement practices for physical education practitioners. Through a participatory, motion-sensing phenomenological methodology, relational knowledge gleaned from world class experts in salsa dance, equestrian arts, push hands Tai Chi and acroyoga, and analyzed through the Function2Flow conceptual model, was shared with Physical Education Teacher Education (PETE) students. They, in turn, made sense of the ways these experts cultivate relational connections through a process of designing interactive games suitable for physical education curricula. The kinetic, kinesthetic, affective and energetic dynamics of these games were then shared through professional development workshops, mentoring, and open-access resources. Each phase of the IA4L project invites us to depart from the predominance of individualistic ways of conceiving and teaching movement and instead explore what it means to be attuned to the pulse of life as we break away from tendencies to objectify movement as something our bodies do or that is done to them. Consideration is given to the ways in which meaningful relational connections are formed in and through movement and how this learning prioritizes the InterActive Functions, Forms, Feelings and Flows of moving purposefully, playfully and expressively with others. In so doing, what this research offers is an understanding of how knowledge of an essentially motion-sensitive kind, which can breathe life into physical education curricula, can be actively and interactively mobilized.


2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Tim G. Swenson ◽  
Justin A. Haegele

Paraeducators are often utilized in physical education environments to assist instructors as well as students with disabilities; however, there is little research on the utilization of these professionals within this setting. This study explored paraeducators’ perceived roles and competencies in physical education from the perspectives of both paraeducators and physical educators. This study was conducted with physical educators and paraeducators serving as participants and completing a content-validated survey on the various roles typically assumed by paraeducators when assisting in physical education classes. Data were analyzed via descriptive statistics and t tests, and differences between physical educators and paraeducators were identified. Results indicated these key findings: (1) There was a significant difference in the perception of role clarity of paraeducators between participant groups, (2) there was a significant difference in the perception of role ability of paraeducators between participant groups, and (3) there was not a significant difference between groups in terms of the training needs of paraeducators specific to physical education. Using the results of this study, physical educators and paraeducators can work together to provide the best learning environment possible within physical education for students with disabilities and within the working environment for both physical educators and paraeducators.


2022 ◽  
Vol 79 (1) ◽  
Author(s):  
Carrie D. Taylor ◽  
Eric James Lange

According to the Centers for Disease Control and Prevention, diabetes prevention represents a critical need for the health education curriculum, given the rise of the disease and its precondition for today’s youth. An active understanding of diabetes encourages young people to take control of the nutritional and exercise factors that keep the disease in check. When teachers use experiential activities, or “adventure” education, students perform tasks that illustrate conceptual content and reinforce learning. Research has found that current modalities to be successful but lacking the physicality to meet the recommendations of the American Heart Association and the Society of Health and Physical Educators. Games such as Toll Road Boogie; Tom and Jerry, or Insulin and Sugar; Wacky Receptor; and Tusker Monster, or Fat Cell Tag help children meet the 60 min of physical activity that are required most days of the week. This article offers several examples of how to design and implement games and incentives into lessons that are both enjoyable and illustrative of diabetes prevention-based education for ages 8 to 18.


2022 ◽  
Vol 26 (284) ◽  
pp. 2-12
Author(s):  
Cristina Iannacchino ◽  
Amaury Samalot-Rivera

The purpose of this study was to explore how physical educators from the state of New York accommodate English Language Learners (ELL) in their Physical Education (PE) classes. Furthermore, to find out how many teachers have a background in foreign languages and the strategies they use to teach these students. A content-validated open-ended questionnaire was used to collect the data. A total of 53 PE teachers completed the questionnaire. Results from this study indicated that the majority (73%) do not know a second language other than English. They also expressed the need for teacher preparation programs to provide more information on effective strategies on how to teach ELL students. Data analysis uncovered two recurrent themes: (a) lack of knowledge on a second language, and (b) the lack of knowledge of effective teaching strategies. Professional development opportunities and clear guidelines on how to teach ELL students need to be provided to PE teachers.


2022 ◽  
pp. 172-190
Author(s):  
Scott Mcnamara ◽  
Cheng-Chen Pan

Adapted physical education (APE) services have the same overall objectives as general physical education; however, adapted physical educators should implement accommodations and modifications to personalize the programs to meet the individual needs of students with disabilities. Because of the high levels of health disparity for people with disabilities, as well as cognitive and socio-emotional benefits associated with physical activity and exercise, it is crucial that students with disabilities receive high-quality APE programming. To give the readers a broad overview of APE and how it should be implemented, this chapter covers the following topics: physical education and physical literacy, the benefits of physical education and exercise for students with disabilities, federal laws in relation to physical education for students with disabilities, the role of adapted physical educators in interdisciplinary team approaches within the individualized education program process, and highlighting specialized teaching strategies and specialized equipment for students with disabilities.


2021 ◽  
Vol 33 (4) ◽  
pp. 124-132
Author(s):  
Falah Hassan Shadhan ◽  
Ali Abdulatif Ali

The importance of the research lies in creative administration and transformational leadership as new topics that play an integral role in scholastic sport development. The researchers came up with a question that they aim to answer through this researcher: what is the relationship between creative administration and transformational leadership? They used the descriptive method on (250) physical educators in preparatory school. The data was collected and treated using proper statistical operations to conclude that physical educators have the ability to communicate with others and affect others positively. There is a relation between transformational leadership and creativity in physical educators.


Author(s):  
Pat R. Vehrs ◽  
Martina Uvacsek ◽  
Aaron W. Johnson

The Functional Movement Screen (FMS) is a screening tool that identifies dysfunctional movements in seven test items requiring an interplay of cognitive, perceptual, proprioceptive, and motor functions that involve muscular strength/endurance, flexibility, mobility, coordination, and balance. The results of the FMS include an overall composite score, scores on the individual test items, and identification of compensatory movement patterns and left-right asymmetries on 5 bilateral test items. Although there is a plethora of literature on the use of the FMS in adults, there is a growing body of evidence indicating its use in children. The available research in children involves school children and young athletes in at least 20 different sports in over 20 countries and comparisons between pre- and post-pubescent children, and normal weight, overweight, and obese children. Studies that include measures of adiposity and physical activity levels, or report prevalence of asymmetries and dysfunctional movement patterns are not well represented in the children’s literature. The purpose of this paper is to synthesize the currently available literature in children and suggest potential uses of the FMS by coaches, physical educators, and other health/fitness professionals, appropriate interpretation of results, and future research in children.


2021 ◽  
pp. 004005992110462
Author(s):  
Caitlin Olive ◽  
Karen Lux Gaudreault ◽  
Adriana Lucero

Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the five SEL competencies of: (a) self-awareness, (b) social-awareness, (c) self-management, (d) relationship skills, and (e) responsible decision-making. We offer that SEL is important for all students and can support students with special needs, including those not in general education classrooms, when implemented with appropriate modifications. The purpose of this article is to provide adapted physical educators with two strategies for developing and implementing SEL within APE programs: Restorative Justice Circles (Anfara et al., 2013; Suvall, 2009) and TPSR (Hellison, 2003).


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