Smooth Sailing or Stormy Seas? Atlantic Canadian Physical Educators on the State and Future of Physical Education
Robinson, Daniel B.; Randall, Lynn
Canadian Journal of Education, v39 n1 2016
This article summarizes results from a recently completed study that focused upon the current state and possible future of physical education within Canada's four Atlantic provinces. Data from both large-scale surveys and eight follow-up focus group interviews are shared as they relate to the state and future of physical education, possible reforms in physical education, and two elements of NASPE's "PE2020" framework (physical education teacher education [PETE], curriculum). Results suggest physical educators within Atlantic Canada are largely satisfied with the state of physical education, with few (external) negative observations. Moreover, there is little-to-no perceived need for internal reform within the discipline. Physical educators also provided insightful information related to their beliefs and practices regarding PETE and curriculum. Results might be of particular interest to those similarly engaged in "futures" inquiry within physical education. More specifically, this research attends to the call for physical educator-informed reform efforts.
Descriptors: Physical Education, Physical Education Teachers, Educational Change, Futures (of Society), Curriculum, Educational Trends, Surveys, Focus Groups, Interviews, Foreign Countries, Teacher Attitudes, Educational Practices, Guidelines, Professional Associations, Teacher Qualifications, Mixed Methods Research, Likert Scales
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Impacting Children's Health and Academic Performance through Comprehensive School Physical Activity Programming
Brusseau, Timothy A.; Hannon, James C.
International Electronic Journal of Elementary Education, v7 n3 p441-450 2015
Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1) quality physical education, 2) physical activity before and after school, 3) physical activity during school (both recess and classroom activity), 4) staff involvement, and 5) family and community engagement.
Descriptors: Physical Activities, Comprehensive School Health Education, Child Health, Health Related Fitness, Health Promotion, Academic Achievement, Physical Education, Educational Quality, Teacher Participation, Family Involvement, Community Involvement, Partnerships in Education, Coordination, Elementary Secondary Education, Educational Practices, Change Strategies
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Developing Effective Physical Fitness Testing Standards for Pre Service Physical Educators
Hill, Kory; Thornburg, Roland
Networks: An Online Journal for Teacher Research, v18 n2 Article 5 Fall 2016
Physical educators are often held to a higher standard of physical fitness. The ability to effectively convey the importance of physical fitness may depend upon the ability to appear physically fit. The ability to perform at a minimal level of proficiency on fitness tests was deemed important by the faculty of one physical education teacher education program (PETE). In an action research evaluation, the faculty examined standards presented in the literature, as well as questionnaire responses by students, to develop reasonable passing scores for physical education majors. Results indicated the students are receptive to minimal standards and the initial standards are achievable by most students in the PETE program.
Descriptors: Teacher Effectiveness, Physical Fitness, Physical Education Teachers, Preservice Teachers, Testing, Questionnaires, Teacher Education Programs, Preservice Teacher Education, Standards, Action Research, Statistical Analysis
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
