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Little is known about which curricular models and activity units are being taught in public schools. This exploratory study examined the K–12 physical education (PE) content and curricular models being implemented. Supervisors of PE recruited from one northeastern state participated in a 25-item questionnaire. Descriptive statistics and frequencies were calculated. Sixty-nine of 92 questionnaires were usable and included in the data analysis. Findings suggest that few districts were using a curricular model at the elementary (K–5) level (27%). Another common response of adopted curricular models at the elementary level was Movement Education (17.6%). At the secondary level, No Model (35%) and Fitness Education (25.6%) were common responses. Specific units such as volleyball, basketball, and weight training yielded the highest responses, while field hockey, golf, archery, lacrosse, and tennis yielded the fewest responses. The findings suggest that K–12 PE curricula may not reflect current trends and mandates. The key determinants could be a lack of curricular model use and heavy reliance upon activities known to present challenges toward standards-based education (i.e., softball). Perhaps K–12 PE and PE preparation programs can connect to effectively articulate a curriculum, and adopt and train on curricular approaches aiming to increase teacher effectiveness and reach national standards.Subscribe to TPE
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Physical educators are discovering the benefits of using video analysis to support their instruction and assessment. Slow-motion playback, zoom, and voice-over narration are just some of the features built into increasingly affordable mobile devices and applications that can easily be used by teachers to support student learning. Additionally, with the use of video technology, teachers are finding creative ways to provide instant motor-performance feedback which can be easily documented for assessment purposes. Yet, with any novel technology tool, internal and external challenges exist that may prevent teachers from realizing the myriad of benefits. This article provides a background on mobile video analysis tools, along with strategies to help physical educators discover ways to effectively implement this engaging technology into their curriculum.
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Public school secondary physical education needs support. One approach in assisting is to improve the next generation of preservice physical education teachers (PPETs). The purpose of the study was to explore PPET secondary physical education training through the secondary teaching methods course offered in two universities in the US. A total of 14 PPETs participated in the study. Qualitative methods were employed through a phenomenological framework. Semi-structured interviews were analyzed using constant comparative methods [Kolb (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83–86]. Two themes emerged: (a) PPETs have a stronghold on management, as they displayed feelings of high importance towards this topic, and (b) preparing for quality instruction when cooperating teachers are not, resulting in PPETs’ questioning the importance of lesson planning. PPETs views on the misalignment of university and district practices are troubling and suggest university and K-12 partnerships to be formed. Future research should examine ways to improve field experiences associated with these courses.
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Educational technologies have been known to positively impact teaching and learning in physical education. This rapid development of new technologies has encouraged physical education teacher education (PETE) programs to prepare preservice physical education teachers (PPETs) with experiences rooted in technological pedagogical content knowledge (TPACK). This study aimed to understand current PPET experiences with technology in a secondary methods course. A total of 14 participants from two PETE programs participated in this study. Semi-structured interviews were conducted and later analyzed using a grounded theory methodology. Two themes were discovered: (a) PPETs used technology to plan, instruct, and/or assess their secondary physical education classes, and (b) PPETs encountered barriers when using technology. Future research should examine the levels of technology understanding among PPETs.
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