JOPERD: Journal of Physical Education, Recreation and Dance

Health-Based Physical Education for Developing Physical Literacy: Strategies for Implementation and to Promote Motivation in Middle Schools

Juan Gregorio Fernández-Bustos, Pablo Cuesta-Valera and David Zamorano-García

Physical education is often viewed as a public health tool that can be used to increase the amount of physical activity young people engage in. However, not only should the amount of physical activity at school and in physical education lessons be increased, but students should also acquire the knowledge, skills, motivation and responsibility that enable them to stay active outside of school and for the rest of their lives, that is, to develop their physical literacy. The purpose of this article is to provide physical education teachers with useful guidelines for the implementation of the Health-Based Physical Education model as a way to contribute to the physical literacy of middle school students. Furthermore, a series of strategies is provided to promote students' commitment, motivation and participation when implementing the model.

Beyond ‘Brain Breaks’: A New Model for Integrated Classroom-based Active Breaks

Natalie Lander, Ana Maria Contardo Ayala, Emiliano Mazzoli, Samuel Lai, Jess Orr and Jo Salmon

Regular physical activity provides physical, mental and cognitive benefits for children. However, globally, only 20% of children meet the recommended levels of physical activity and, on average, students sit for three-quarters of the school day. Active breaks are a well-tested component of many school-based physical activity interventions, but there are many barriers to the sustainable implementation of active breaks by teachers in schools. To overcome these barriers, the narrow, traditional idea of the ‘brain break’ needs to be reconceptualized, where active breaks are viewed as being separate from learning and teaching, and where physical activity is perceived as an interruption to learning. This article presents the TransformUs Active Break (TAB) model, which positions active breaks as part of an overall approach to proactive classroom management and as a key contributor to effective teaching. The TAB model comprises five types of active breaks, each serving a specific educative function—structure, transition, manage, energize and learn. The model demonstrates how active breaks can be integrated meaningfully into lessons to enhance teaching and learning as an effective approach for sustained school-based physical activity.

Quality Supervision of Preservice Teachers in Field Experiences: Strategies and Practices for PETE Programs

Xiuye Xie, Yilin Li, Yung-Ju Chen, Xiaoping Fan, Junyoung Kim and Tanjian Liang

Quality supervision is essential for preservice teachers’ (PSTs) development of teaching effectiveness, as it purposefully structures PSTs’ learning experiences in a systematic and developmentally appropriate manner, provides specific feedback, includes formal and informal assessment of PSTs’ teaching, and facilitates opportunities for PSTs to reflect on and adapt their teaching. However, with the increasing challenges and demands of supervision in school settings, supervisors often find themselves frustrated and less supported. This article aims to address these issues by presenting four valuable strategies and their associated practices that physical education teacher education (PETE) programs and supervisors, particularly university supervisors, can employ while supervising PSTs. These strategies are: (1) establishing a supervision structure, (2) refining the evaluation system, (3) varying supervisory approaches, and (4) integrating educational technology. Associated practices within each strategy and resources are included as well. By actively adopting these practices, PETE programs can elevate their supervision quality and positively impact the teaching effectiveness of their PSTs.

Implementing and Marketing an Online Social-Emotional Learning Yoga Program: A Collaborative Approach

Victoria Shiver and Marcella Otto

Physical education teacher education and sport marketing courses both require their majors to apply theory into real-world experiences that simulate the professional experience upon earning their degrees. After-school programming serves as a potential field site for teacher candidates and can also provide sport marketing students with the opportunity to authentically engage in the process of marketing and promotion. This article describes a collaboration between two university courses focused on implementing and marketing a middle school social-emotional learning yoga after-school program. The yoga program was virtual due to the pandemic, and it was led by university personnel. Teacher candidates learning basic teaching behaviors in their coursework logged in and engaged with the students and the content throughout the semester. Sport marketing students completed a project focused on marketing the program to secure additional student participants, and they also developed group names and logos to engage the community beyond the program. Collaborations across disciplines can enhance community-engaged partnerships, practical experiences for college students, and youth experiences in after-school programming.