Your search

Background The purpose of this study was to examine weight loss, physical activity, fitness and diet changes in response to a standard behavioral weight loss intervention in adults with self-reported juvenile onset (n = 61) or adult onset (n = 116) obesity. Methods Participants (n = 177; 43.0 ± 8.6 years; body mass index [BMI] = 33.0 ± 3.4 kg m−2) engaged in an 18-month standard behavioral weight loss intervention. Participants were randomized into three different intervention groups as part of the larger parent trial. BMI, physical activity, fitness and diet were assessed at baseline, 6, 12 and 18 months. Separate adjusted mixed models were constructed using SAS version 9.4 (SAS Institute, Cary, NC). Results There was significant weight loss, increased physical activity, improved fitness and reduced caloric intake over time (p < 0.001). There were no significant differences in these outcome variables by obesity onset group. However, there was a significant group by time interaction for fitness (p = 0.001), with the adult onset making significantly greater gains in fitness from baseline to 6 months (p < 0.001); however, this difference was no longer present at 12 or 18 months. Conclusions With the exception of fitness at 6 months, weight loss, physical activity and diet did not differ between juvenile onset and adult onset participants, suggesting that those with juvenile onset obesity are equally responsive to a standard behavioral weight loss intervention in adulthood.

Goalball, a sport designed for those with visual impairments, is a competitive and recreational sport enjoyed by athletes around the world. Students with and without visual impairments can experience positive outcomes when teachers appropriately include a goalball unit as part of their inclusive secondary physical education curriculum. This article aims to help teachers identify these outcomes through strategies that encourage student success and appreciation for the sport. A framework to implement a goalball unit is provided along with strategies to target skill, tactical and game-play development.

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

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services — the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services operate as a process, ensuring students with disabilities receive optimal access to learning across all educational settings and subject areas. This article provides physical educators with a working knowledge of the assistive technology process along with recommendations for supporting their students with disabilities.

Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full potential. Response to intervention (RTI) is a proactive approach to educational-service delivery that relies on data-driven decision making to identify student needs and to tailor support. Traditionally, RTI has focused on addressing the needs of lower-performing students through tiered interventions. The purpose of this article is to review the basic principles of RTI, discuss how they have been applied in physical education thus far, and expand the conceptual framework so it can be used to address the needs of both higher- and lower-performing students.

This project aimed to develop a valid and reliable scale measuring Chinese preservice physical education teachers’ beliefs about the physical education profession (PPET-BPEP). The domains and items were created from a conceptual analysis of the previous literature and PPETs’ responses to an open-ended survey. Six experts in the field of physical education and educational psychology evaluated the content validity of the scale. The reliability and factorial validity of the scale were examined utilizing a sample of 696 Chinese PPETs. The PPET-BPEP scale with 12 items embedded in two domains revealed acceptable content validity, internal structure validity, and internal consistency. The two domains were labeled as “sense of calling” and “value of physical education profession” based on the shared content of items in each domain. We recommend using PPET-BPEP scale for PPET recruitment and preparation. The scale can also help establish teacher belief scales in other subject matters. Future validation of the scale is needed in different countries and institutions.

Authors: Dr. Sharon P. Misasi*, Dr. Gary Morin and Lauren Kwasnowski Dr. Sharon P. Misasi is a Professor of Exercise Science at Southern Connecticut State University. Dr. Gary Morin is a Professor of Exercise Science, Assistant Athletic Trainer and Program Director of the Athletic Training Education Program. Lauren Kwasnowski is a Research assistant for this

Praise for the Third Edition:“The third edition of this outstanding resource reflects the many advances in the care of older people that have occurred since the publication of the second edition…The vast bulk of the content is accessible and relevant to an international audience. The indexing and cross-referencing are excellent... Score: 5/5 stars."-- Margaret Arthur, Nursing Standard"The information [in this book] is amazing. I reviewed topics in which I have expertise and was very satisfied. This is an excellent addition to my library and I will refer to it often, much like a medical dictionary... Score: 90, 4 Stars."--Doody's Medical Reviews“Provides 273 comprehensive, yet succinct, entries on a variety of topics related to elder care. In addition, many of the entries include see also references that help readers easily navigate the book. Recommended."--Choice: Current Reviews for Academic LibrariesThis expanded, one-of-a-kind reference of more than 250 entries provides a comprehensive guide to all of the essential elements of elder care across a breadth of health and social service disciplines. Responding to the needs of providers, directcare workers, family, and other caregivers, the diverse array of entries included in this encyclopedia recognize and address the complex medical, social, and psychological problems associated with geriatric care. In addition to a brief, accessible summary of each topic, entries include several key references, including web links and mobile apps for additional sources of information.This updated edition contains more than 30 new entries written by renowned experts that address a variety of elder care topics.New to the Fourth Edition:New entries addressing Ethics Consultation, Eye Disorders, Pain – Acute and Chronic, and many othersKey Features:Provides succinct descriptions of over 250 key topics for health and social service cliniciansOffers crucial information for elder care providers across all settings and disciplinesDistills current, evidence-based literature sourcesWritten by nationally recognized expert researchers and cliniciansIncludes links to useful websites and mobile apps

We examined whether multiple domains of baseline cognitive performance were associated with prospective physical activity (PA) adherence in the Lifestyle Interventions and Independence for Elders Pilot study (LIFE-P). The LIFE-P study was a ...

Person-centered care (PCC) is a term used to describe an individualized approach to patient care that engages patients and families as partners in meaningful ways to create a comprehensive, collaborative, and customized plan and experience of care. Although some healthcare fields of study, such as the Quality and Safety Education for Nurses (QSEN) model, have adopted and integrated person-centered care concepts and competencies into their curricula, there remains a critical gap in higher education to systematically integrate person-centered care into the curricula and assessment of interprofessional healthcare fields of study. While the delivery of person-centered care by healthcare professionals requires education and training in PCC concepts, this training has primarily occurred on the job, without a standardized and comprehensive curriculum to systematically teach and assess PCC competencies to students in interprofessional healthcare and medical degree programs. Until recently, the educational foundations for healthcare disciplines were drawn primarily from biomedical, business, and nursing models, not from patients' points of view. In this article, we consider why teaching and evaluating PCC concepts should be the foundation of all interprofessional health education. We first review the perspectives of relevance to our argument and then advocate for a person-centered paradigm shift for interprofessional healthcare and medical education and training. Next, we argue that integrating and evaluating students' understanding and application of PCC concepts in all healthcarerelated disciplines will ensure that graduates receive the most current and relevant preparation for careers in healthcare and that this aligns with the expectations of patients as consumers.

ABSTRACT BACKGROUND State policies influence the quantity and quality of educational programs delivered in schools. This study examined state physical education policy changes from 2001 to 2016 by analyzing data reported in The Shape of the Nation Report . METHODS Policies related to state mandates for physical education, time/credit requirements, assessment and fitness testing requirements, adoption of state standards, and allowance of substitutions were analyzed over 5 editions of the report using repeated measures statistics. RESULTS A majority of state physical education‐related policies have not changed over the past 15 years despite calls by numerous public health agencies for enhanced physical education in schools. There was, however, a significant increase in the number of states adopting teaching standards and requiring assessment and fitness testing in physical education, mirroring a broader shift in education toward standards, assessment, and accountability. CONCLUSIONS Despite improved rigor in physical education through the adoption of standards and assessment practices, physical education continues to be marginalized in schools by a lack of curricular time and inappropriate substitution policies. Stronger policies are needed for physical education to have a substantial impact on school health.

The adapted physical educator (APE) at this high school has a tenth grader with epilepsy in his class. The student is assigned a paraprofessional to monitor and assist him. The APE plans an indoor soccer lesson, which allows for easier participation for another student in a wheelchair, as well as better monitoring for the student with epilepsy. With the lesson underway and the paraprofessional positioned nearby, the student has a seizure. Fortunately, the APE has had some training on recognizing seizures, and the paraprofessional is there to help. Wondering what would happen if they were not there when the student began having a seizure and how to explain it to the other students, the APE creates a seizure fact and protocol sheet.

The physical education (PE) teacher at this high school learns how to integrate a high-tech assistive device into his class for a new student who is nonverbal and uses a walker or wheelchair. The school’s paraprofessional disagrees that the student should be permitted to use the device during PE because it could be broken. Even with ample accommodations for physical participation, the student still has difficulty communicating with her peers and becomes agitated. Upon consulting with the student’s special education teacher, the PE teacher learns about an app-based assistive technology that could be programmed so the student can prepare when and how to use the device safely throughout class. The student blossoms in PE, as well as socially, by being able to preprogram her device to communicate more closely to real time.

This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low-incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.

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.

"The Essentials of Teaching Health Education presents a skills-based approach to teaching K-12 health education--one that will prepare your students for success in school and beyond. You'll learn practical approaches to putting the contents in action and rely on an array of teaching and assessment strategies." --Publisher's website.