Journal of Physical Education Recreation and Dance最新文献

{"title":"Early-Onset Osteopenia and Osteoporosis in Young Women: An Emerging Epidemic?","authors":"Kevin P. Hunt, Lisa M. Griffin","doi":"10.1080/07303084.2023.2244340","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244340","url":null,"abstract":"AbstractOsteoporosis and osteopenia are conditions under which the bodies creation of new bone tissue does not sufficiently match the degradation rate of existing bone. Both conditions are characterized by low bone mineral density, deterioration of bone tissue, and disruption of bone microarchitecture. Osteopenia is often considered a precursor to osteoporosis, and is typically an important factor in predicting bone mineral density degradation progression rates throughout one’s life. Disclosure StatementNo potential conflict of interest was reported by the authors.Additional informationNotes on contributorsKevin P. HuntKevin P. Hunt (kevin.hunt@gcsu.edu) is a Professor.Lisa M. GriffinLisa M. Griffin is a Professor in the School of Health & Human Performance at Georgia College & State University, Milledgeville, GA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Washing Up: Deciding on a Career in Higher Education","authors":"Alexander Eugene Kurtzman, Karen Lux Gaudreault, Bob Knipe","doi":"10.1080/07303084.2023.2244024","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244024","url":null,"abstract":"AbstractScholars have identified Physical Education (PE) as a marginalized subject within schools. This may lead to feelings of isolation, marginalization and reality shock and may end in washing out of best practice or exiting from the profession altogether. Some Physical Educators choose to leave the K-12 classroom and pursue a career in teacher education. The authors have conceptualized the upward movement into Physical Education Teacher Education (PETE) as “washing up”. This phenomenon is examined through the lens of Occupational Socialization Theory (OST) to better understand PETE doctoral students and PETE faculty members’ career paths. Two types of trajectories for DPETE students and PETE faculty are discussed. Type 1 have had no K12 teaching experience, whereas Type 2 have had at least 1 year of K-12 teaching experience. This manuscript is the beginning of a conversation to better understand career paths in PETE with numerous implications for research. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAlexander Eugene KurtzmanAlexander Eugene Kurtzman (akurtzman@unm.edu) is a PhD candidate.Karen Lux GaudreaultKaren Lux Gaudreault is an Associate Professor in the Department of Health, Exercise, and Sport Science at the University of New Mexico in Albuquerque, NM.Bob KnipeBob Knipe is an Assistant Professor in the College of Health and Human Sciences in the Southern Connecticut State University in New Haven, CT.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Utilizing a Logic Model for Planning, Implementing and Evaluating Sport Programs for Youth Who Are Incarcerated","authors":"Kalyn McDonough, Erin K. Knight","doi":"10.1080/07303084.2023.2244042","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244042","url":null,"abstract":"AbstractPhysical activity during adolescence is critical for disease prevention and health promotion. Studies show that youth who are incarcerated have lower levels of physical activity than their non-incarcerated peers, higher rates of overweight and obesity in adulthood, and worse general health over a lifetime. Sport programming is a promising intervention to address these health concerns. However, such programming is currently limited and varied across the juvenile justice system, and little is known about implementation. At the same time, there is a considerable interest in adopting sport programming among facility administrators throughout the United States (US). To address this opportunity in practice, this article describes the process of building a logic model based upon a case example for sport programming in a juvenile correctional facility in the US developed through an academic-community partnership. Findings demonstrate the utility of logic model development to support practitioners interested in designing and implementing sport programming within justice settings and have broader implications for practitioners looking to develop new programs or adapt programs for new populations where little guidance currently exists. AcknowledgmentsThank you to the volunteers, staff, and administration of the juvenile justice facility in which the sport program operated, and most importantly to the young men of the lacrosse program who are a great source of hope and highlight the critical value of this work.Disclosure StatementThere are no relevant financial or non-financial competing ­interests to report.Additional informationNotes on contributorsKalyn McDonoughKalyn McDonough (mcdonoughk2@vcu.edu) was a visiting scholar with the Depart­ment of Social Work at the University of Melbourne in Melbourne, Australia during the authorship of this article. She is now an assistant professor in the Center for Sport Leadership, Virginia Commonwealth University, Richmond, VA. Erin K. KnightErin K. Knight is an assistant professor in the Department of Public Health Sciences at West Chester University in West Chester, PA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Writing to Promote Understanding in Physical Education","authors":"Roger Munger, Tyler G. Johnson","doi":"10.1080/07303084.2023.2244044","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244044","url":null,"abstract":"AbstractAlthough often considered a topic reserved for the English classroom, writing has been successfully used by other disciplines to stimulate active learning of course content. This article demonstrates that physical educators can use writing as a tool to help students to better understand and, ultimately, appreciate physical activity. This article also shows that some writing skills can and should be taught or at least reinforced in courses outside the English classroom, and that doing so will not only enrich student learning but also better introduce students to subject matter of physical education. Practical advice for teaching the writing skills students will need to successfully complete both formal and informal writing assignments is provided. In addition, strategies for creating appropriate and successful writing assignments in a secondary school physical education course are discussed. Finally, this article includes realistic recommendations for efficiently managing, evaluating and scoring/grading writing assignments. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRoger MungerRoger Munger (rmunger@boisestate.edu) is a Professor in the Department of Writing Studies.Tyler G. JohnsonTyler G. Johnson is a Professor in the Department of Kinesiology at Boise State University in Boise, ID.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Self-Transport","authors":"Thomas H. Sawyer, Tonya L. Sawyer","doi":"10.1080/07303084.2023.2244343","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244343","url":null,"abstract":"AbstractA high school student caused an automobile accident while driving himself and other students to an extra-curricular activity in his family’s vehicle. The driver of the other vehicle was killed, and a passenger in the other vehicle was injured. The issue in this appeal is whether the student’s school may be held liable to the persons in the other vehicle on the ground that the school was negligent. The district court answered that question in the negative, reasoning that a school does not owe a duty of reasonable care to the general public to protect against the tortious conduct of its students. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas H. SawyerThomas H. Sawyer (thomas.sawyer@live.com) is an Emeritus Professor of Kinesiology and Sport Management at Indiana State University in Terre Haute, IN.Tonya L. SawyerTonya L. Sawyer is an Assistant Professor & Coordinator of Sport Management Programs, Saint Mary-of-the-Woods College in St. Mary’s, IN.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Strategies for Motivating Students to Participate in Physical Activity","authors":"Taylor Medina, Heather E. Erwin, Aaron Beighle","doi":"10.1080/07303084.2023.2244853","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244853","url":null,"abstract":"AbstractWhile physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students’ needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply teachers with various methods to keep students, engaged, motivated, and responsible for their own learning. The result of these strategies will increase creativity, boost and maintain healthy habits and help students find content meaningful and appealing which should retain their involvement in the physical education classroom. This teaching tip is important because it presents new and experienced secondary teachers with information on different ways to implement activities in. After reading this article, teachers should be able to understand that all their students learn differently and at different times/levels. With the appropriate procedures and approaches, students will strive to succeed in the physical education classroom. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsTaylor MedinaTaylor Medina is a doctoral candidate.Heather E. ErwinHeather E. Erwin (heather.erwin@uky.edu) is a professor.Aaron BeighleAaron Beighle is a professor in the Department of Kinesiology and Health Promotion at the University of Kentucky, Lexington, KY.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Here’s an IDEA to Improve Sport Education: Use a Flipped Classroom to Increase Student Role Efficacy","authors":"Nolan Carey, Kelly L. Simonton, Tristan Wallhead","doi":"10.1080/07303084.2023.2244021","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244021","url":null,"abstract":"AbstractSport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performance and the quality of the SE season. There remains a need for realistic teaching strategies that can help students grow in their role efficacy within SE. Employing student role training, however, can often be a formidable task when considering the quantity of physical education offered in many schools nationwide. A flipped classroom can potentially circumvent this barrier by providing students with online learning experiences that prepare them for their role responsibilities before class. These online learning experiences have the potential to target all four sources of self-efficacy. As a result, students will come to class with a greater belief in their ability to perform their given role, which will likely improve their performance when in-person. This article provides a description of how a progressive flipped classroom approach (IDEA: Identify, Develop, Embed, and Assign) can be infused within SE to improve student role efficacy and the overall SE experience. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNolan CareyNolan Carey (ncarey@uwyo.edu) is a graduate teaching assistant.Kelly L. SimontonKelly L. Simonton is an Assistant Professor in the Division of Kinesiology and Health at the University of Wyoming in Laramie, WY.Tristan WallheadTristan Wallhead is a Professor in the Division of Kinesiology and Health at the University of Wyoming in Laramie, WY.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"56 86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Recess and Physical Education to Promote Social–Emotional Learning","authors":"Richole Osborne, Cate A. Egan","doi":"10.1080/07303084.2023.2244038","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244038","url":null,"abstract":"AbstractRecess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future careers. Furthermore, teaching students low organized, student-initiated games provides students with activities they can use at recess, which may keep them more physically active. Thus, the purpose of this article is to share how one physical educator implemented a recess unit into physical education to (a) work on students’ social-emotional learning skills, particularly those needed in gameplay, (b) introduce games that can be played at recess, and (c) how to evaluate recess before and after a recess unit. The article will share games, social-emotional skill-building activities, and evaluation tools. As a physical educator, you can build social-emotional skills and teach recess games with physical education. These efforts can potentially improve the school recess environment from a behavioral perspective and increase students’ physical activity time. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRichole OsborneRichole Osborne is an Elementary Physical Education Teacher.Cate A. EganCate A. Egan (eganca@uidaho.edu) is an Associate Professor in the Department of Movement Sciences at the University of Idaho in Moscow, ID.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementing Action Research in Physical Education: A Guide for Physical Educators","authors":"David Adams, Melissa Bittner, Lisa Silliman-French, Barry Lavay","doi":"10.1080/07303084.2023.2244023","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244023","url":null,"abstract":"AbstractThe responsibilities of a general physical educator can be challenging and at times overwhelming. Whether teaching a full day of general physical education, or inclusive physical education classes that include a student or multiple students with disabilities, the expectation is that all students will be provided age and developmentally appropriate curriculum based on continuous data collection and reflection. Adams et al. (in-press) identified an action research model for physical educators that encompasses the following teaching behaviors: (a) observation, (b) data collection, (c) designing interventions, (d) analyzing data, (e) reporting data, and (f) reflection of data. The purpose of this article is to demonstrate how this action research model can be easily and systematically implemented throughout the school year to help determine and support student learning and behavior. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDavid AdamsDavid Adams (David.adams@humboldt.edu) is a faculty member in the School of Applied Health at Cal Poly Humboldt University in Arcata, CA.Melissa BittnerMelissa Bittner is a faculty member in the Department of Kinesiology at Cal State University in Long Beach, CA.Lisa Silliman-FrenchLisa Silliman-French is a Professor Emerita in the Department of Kinesiology at Texas Woman’s University in Denton, TX.Barry LavayBarry Lavay is a Professor Emeritus in the Department of Kinesiology at Cal State University in Long Beach, CA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Balls and Beats in Physical Education","authors":"Brent Heidorn, Jennifer Heidorn, Sarah Buice","doi":"10.1080/07303084.2023.2244059","DOIUrl":"https://doi.org/10.1080/07303084.2023.2244059","url":null,"abstract":"AbstractPhysical education teachers who are looking for creative activities that engage students and that meet national and state standards for learning, may find “Balls and Beats” as a perfect solution. “Balls and Beats”, in a fun and dynamic atmosphere, covers all the basic needs for effective student learning based upon the the national standards for K-12 physical education. The content provided in this article can help physical educators provide quality movement and learning experiences in a fun, success-oriented way. Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBrent HeidornBrent Heidorn (bheidorn@westga.edu) is a professor in the College of Education.Jennifer HeidornJennifer Heidorn is a Lecturer in the Department of Sport Management, Wellness, and Physical Education at the University of West Georgia in Carrollton, GA.Sarah BuiceSarah Buice was a Speech Language Pathologist at Chapel Hill Elementary School in Douglasville, GA during the authorship of this article. She is now a Pediatric Speech Language Pathologist at Kids in Motion in Villa Rica, GA.","PeriodicalId":51628,"journal":{"name":"Journal of Physical Education Recreation and Dance","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135923324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}