Everyone Matters: Eliminating Dehumanizing Practices in Physical Education
– Brian Culp
Recently, discussions regarding how to create a positive school climate where all can be successful has come to the forefront. Healthy schools support student learning, well-being, time, space to be active, and opportunities for social and emotional growth. However, a host of numerous trends suggest that the school climate is becoming increasingly hostile towards students who are from immigrant, LBGTQ and ethnic minority groups. What is often seen as disrespectful behavior towards these students, is in fact actions that can be more accurately defined as dehumanization. This article overviews the practice of dehumanization, the implications for learning and introduces proactive strategies to promote the success of all students.
Becoming a Student of Your Students: Trauma-informed Culturally-relevant Practices for Physical Education Teachers
— John McCarthy and Val Altieri
The purpose of this article is to first provide PE teachers with an understanding of the different types of trauma students face, including traumatic events, historical trauma experienced by members of racial, ethnic, sexual, and religious minorities, as well as how trauma exposure interferes with student learning. Second, it will encourage teachers to build their own trauma-informed skills, such as self-awareness, self-care, self-regulation, and mindfulness in order to help them model healthy social and emotional skills for their students. Third, since PE teachers operate in a different environment than their classroom counterparts, they require a specialized set of guidelines for trauma-informed instruction that provides safety for all.
Motivating High School Students with PRAISE
— Ken Murfay, Aaron Beighle, and Heather Erwin
Beni, Fletcher and Chróinín (2016) examined meaningfulness in PE and suggested five common threads: social interaction, fun, challenge, motor competence, and personally relevant information. Similarly, these threads have been described using the acronym P.R.A.I.S.E. (Reference Shaded). PRAISE stands for Perceived competence, Relatedness, Autonomy, Individuality, Social support, and Enjoyment (Reference Shaded). This article will describe how to use the PRAISE acronym as a tool to help make physical education experiences meaningful and motivating for high school students.
Activities to Practice and Cultivate Gratitude in the Physical Education Setting
— Hillary Franks
Incorporating gratitude into the school day has the potential to help students achieve more satisfaction with relationships, life, and school. Grateful students are more willing to give back, exhibit optimism, have greater exercise ambition, and sleep better. While there has been much work done in adding gratitude practices into a classroom setting, there is a need to bring these practices into the physical education setting. This article presents seven gratitude activities for the physical education setting.
Wellness, Life Satisfaction, and Stress among University Students and Faculty: Campus-Based Results and Program Recommendations
— Chris Stanley, Jamie Robbins, Amy Spence, and Brenda McLamb
Participants completed surveys assessing demographics, wellness, life satisfaction, and perceived stress. Results revealed higher stress levels among faculty and staff compared to students and higher stress scores among female students compared to males. Overall, stress levels for all participants were far above the norm, while wellness and life satisfaction scores were neither high nor low. Taken together students, faculty and staff from this university were somewhat physically active, stressed, and not satisfied or unsatisfied with their lives, thus demonstrating potential to increase stress and wellness values for students, faculty, and staff.
THE LAW AND YOU:
The Law and You: Civil Rights Laws: Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973
— Kelle L. Murphy
This article examines a case in which the plaintiff filed suit complaining of a lack of physical accessibility issues under Americans with Disabilities Act of 1990 and professional judgement issues under Section 504 of the Rehabilitation Act of 1973.
Overcoming Inclusion Barriers for Students with Disabilities in Physical Education
— Kelsey Sammon, Lynzy Baker, and Lauren Lieberman
The purpose of this article is to review barriers students face most often in physical education, as well as some simple solutions to preventing these barriers from happening.
Are You Zoomed In? Considerations for Successfully Navigating Virtual Professional Development
— Collin Brooks, Xiaoping Fan & Jaimie M. McMullen
This article will provide readers with some practically relevant tips for successfully engaging in virtual professional development; including, how to prepare for the experience, how to engage during the event, and what to do after the professional development session is over.
Playing Together for Peace: Reducing Conflict, Prejudice and Transcending Differences Through Sports Participation
— Bradley J. Cardinal
Purists of sports tend to emphasize participation and performance. But not all sports coaches, participants, or fans are purists. The platform of sports has been used to draw attention to various social causes and to amplify social movements. Regardless of where one stands on the issue, sports protests such as this have occurred throughout the history of sports. They likely have their roots in the ancient Olympic Games.
Recruiting for Our Future: Your Help is Needed
— Risto Marttinen, Ingrid Johnson, K. Andrew R. Richards, Tan Leng Goh, and Vic Ramsey
The U.S. is in the midst of one of the worst teacher shortages in recent memory (Ward, 2019). While some students will naturally find their way into teaching, other qualified candidates may only need a little encouragement. The purpose of this editorial is to provide a few ideas for increasing recruitment efforts and helping students who show interest in HPE teaching careers connect with HPETE programs.