Before School Exercise Effects on Fitness and Academic Performance in Schoolchildren: A Retrospective Case-Controlled Study

Background/Purpose: Before school exercise programs (BSEPs) give students time for breakfast and add time to their daily physical activity. However, the effects of BSEP on physical fitness and academic achievement in the classroom remain unclear. The purpose of this study is to examine the effects of BSEP on cardiorespiratory fitness and academic performance among fourth- and fifth-grade students. Method: A retrospective case-controlled design was used in this study. Fourth and fifth graders (N = 84) were participants, half signed up for BSEP that met once a week for 10 weeks. A retrospectively case-controlled comparison group was generated from the classmates of those in BSEP in the same school. All students took PACER and statewide academic performance assessments. Multivariate analysis of covariance for student cardiorespiratory fitness, and mathematics and reading, were conducted, adjusting for pretest performances. Analysis/Results: There were improvements for both groups in academic performances and cardiorespiratory fitness. The cardiorespiratory fitness and reading test improvements were greater in the BSEP group than those in the comparison group, controlling for their pretests. However, there was no significant difference in student mathematics test performances. Conclusion: Students in BSEP group benefited from participating in the program with greater improvement in cardiorespiratory and reading test performances than the comparison group. These findings suggested that providing a BSEP once a week for 45 min may be beneficial to fourth and fifth graders.

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

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.

Chapter 9: Pathways Toward Desirable Futures

This special issue was designed to facilitate futures-oriented planning, focused on identical, similar, and unique practice and policy priorities. Formal planning aimed at desirable futures is a practical necessity for every helping profession because rapid, sometimes dramatic, societal change continues nonstop. Like all futures-oriented analyses, ours is unavoidably selective. Selectivity, once recognized, is a strength because readers are not asked to view the main claims and recommendations as a final authority. Selective research and scholarship focused on the creation and safeguarding of desirable futures has generative propensities that can provide the impetus for subsequent proposals aimed at the common good. In this chapter, the authors offer an integrative summary of the work in this special issue. Our summary invites readers’ special attention to distinctive features in their respective home contexts. This perspective stands in stark contrast to 20th Century models often described as “one best system” and “one ideal physical education model.” Justifiable variability—where “justifiable” means evidence-based and harmonized values—is the new norm for the 21st Century. The authors conclude that the physical education profession will benefit to the extent that it adopts the theme offered in this special issue. Unity founded on diversity—an idea whose time has come in a field known for fierce competition over curricula and programs.

Chapter 6: Perspectives on the Future of Doctoral Programs

What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

Developing a Pedagogy of Restorative Physical Education

Purpose: The purpose of this study was to examine the process of developing an alternative physical education program using restorative justice practices as a transformative approach to social–emotional learning. Method: This study utilizes qualitative case study methods to examine the implementation process and short-term outcomes. Data sources include focus group interviews, student journals, observations, and reflective field notes. Trustworthiness of the findings are supported by triangulation, peer debriefings, prolonged engagement, and external program reviews. Results: The implementation of social and emotional learning was substantiated by student engagement with four class goals in which they aimed to participate in physical education as “champions,” “heroes,” “achievers,” and “peacemakers.” Restorative pedagogy included restorative chats, listening circles, community circles, and healing circles. Conclusion: This study suggests that transformative curriculum, such as restorative justice, offers a transformative approach to social and emotional learning that is applicable to physical education.

Teaching for Immigrant Girls’ Inclusion: Social Justice Physical Education Teachers’ Involvement With School Stakeholders

Purpose: This study seeks to analyze the involvement of the various stakeholders related to the educational context, namely school management team, teaching staff, families, and students, to foster the social inclusion of immigrant girls through their participation in physical activities. Methods: Data consisted of interviews and focus group sessions involving 19 physical education (PE) teachers from state primary schools in Catalonia, Spain. Results: The involvement of the stakeholders can foster greater inclusion of such immigrant girls through initiatives, such as: extracurricular physical activities specifically designed for them; the creation of specific spaces for their physical activities; a greater number of PE class hours for immigrant newcomer pupils; supportive feedback for these girls from PE teachers; and greater consideration of these girls’ interests and preference in PE programming. Conclusion: These findings suggest that the greater the degree of involvement and cohesion among the various parties, the higher the likelihood of successful social inclusion.

Impact of a Training Program on Preservice Teachers’ Ability to Negotiate With Elementary Students While Teaching Skill Themes

Purpose: To determine the impact of a training program on the ability of preservice teachers (PTs) to negotiate with their students while teaching through the skill themes approach during an early field experience. Method: Participants were 11 PTs who were given specific training on how to negotiate with their students. Data on their ability to negotiate were collected during the early field experience with six qualitative techniques (journaling, document analysis, participant observation, and formal, informal, and stimulated recall interviews) and were analyzed using standard interpretive techniques. Findings: The training program was effective. Patterns of negotiation observed for both PTs and students improved as the PTs’ skill themes units progressed. The volume of positive negotiations increased and the volume of negative negotiations decreased. Key training program components were lecture/discussions, film, journaling, and role playing. Conclusions: Training PTs to negotiate can help them improve their teaching through the skill themes approach. Ability to negotiate may distinguish between effective and ineffective PTs who otherwise have similar pedagogical skills.

Graduate Teaching Assistants’ Experiences Teaching Physical Education at a Youth Development Center

Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and Ray, previously taught physical education at a youth development center as graduate teaching assistants. Results: The results of this study are presented as three cases centered on the participants and their experiences. The first case, “developing people from where they are, not where you want them to be . . .” (Malik) highlights the participants’ appreciation of their students’ culture and context. The second case, “resiliency to teach well regardless of circumstance or situation . . .” (Dante) features the participants’ ability to teach diverse learners. The third case, “uphill battles . . . you cannot learn this in a textbook . . .” (Ray) features the challenges faced while teaching at the youth development center. Discussion: Consistencies across participants’ experiences, the impact on their current careers, and implications for introducing culturally relevant and sustaining pedagogies via nontraditional settings are discussed.

Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum

Purpose: Education policies require inclusive practices across student learning environments internationally. In Canada, provinces and territories oversee their own curriculum development. This study presents a critical discourse analysis of how inclusive education is addressed within Ontario’s 2015 Health and Physical Education Curriculum, Grades 9–12. Method: Fairclough and Chouliaraki’s approach to critical discourse analysis, which encompasses structural, linguistic, and interdiscursive analysis, was used to show how language is interwoven within ideologies of physical education to represent inclusivity. Results: Three discourses were identified: (a) the discourse of equity and inclusion, (b) the discourse of opportunity, and (c) the discourse of positive outcomes. The curriculum reflects inclusivity through overt language and intention, holding the possibility for choice and opportunities beyond traditional notions of physical education. Discussion: Concerns included whether ideals presented in the curriculum reflect the realities of “discourse in action.” Transformative discourses within physical education should emerge from the student voice.