Table of Contents
Strategies to Track Student Progress in SHAPE America Standards 3 and 5
– Grant Hill and Bernie Goldfine
Standards 3 and 5 for the SHAPE America National Standards for K-12 Physical Education address the importance of maintaining a health-enhancing level of physical activity and valuing physical activity. A number of helpful tools, including Godin-Shephard Leisure-Time Physical Activity Questionnaire and The Physical Activity Enjoyment Scale (PACES) allow physical educators to assess student progress both in terms of their daily physical activity levels and their attitudes towards physical activity. By systematically tracking student daily physical activity levels and attitude towards physical activity, physical education teachers will be able to more accurately determine to what degree students in their classes are meeting SHAPE America Standards 3 and 5.
Articles
Physically Active Before School: Getting Students Awake and Ready to Learn
– Scott Doig, Timothy Losee, Christie Gonzalez-Toro, Javier Cruz, and Tracey Matthews
Schools around the nation are attempting to increase the amount of physical activity (PA) students receive through a variety of creative means. Recently, organizations such as the Centers for Disease Control (CDC) and the National Institute of Health (NIH) have sounded an alarm about the lack of time children spend in PA participation. The purpose of this article is to provide an example of one school’s experience and offer recommendations for practitioners to implement such an option in their school.
Tackling Concussion Liability Head-on: Stakeholders’ Standard of Care
– William Nixon
The catastrophic consequences associated with the mismanagement of concussions can threaten the health and well-being of student-athletes. The primary purpose of this article is to increase awareness of concussions and provide stakeholders—parents, coaches, and athletic trainers—with an appropriate framework for concussion care at every level of play. The culmination of court rulings, legislature, and cautionary tales will educate stakeholders of the shared legal and ethical responsibility of creating and implementing appropriate concussion management procedures, which includes fostering a culture where student-athletes feel safe to report symptoms and remove themselves from the competition.
Teaching Resistance Training Principles to Children Using and Implement: The Deadlift
– Rebecca Wylie, Zachary Gaudreau, and Sara Flory
Developing students who are physically literate is one of the most important aspects of physical education (PE). As teachers, we introduce students to the concepts of health and fundamental movement skills like throwing, catching and using implements to allow them the skill proficiency to pursue an active lifestyle. This article focuses on the classic hip-hinge move: the deadlift. It not only validates the methods but acts as a guide for physical educators to incorporate fundamental movement concepts using an implement into their curriculum.
Departments
THEORY INTO PRACTICE
DeskCycles in the Classroom
– Lynn Pantuosco-Hensch
Physical and Health Educators are often the primary advocates for movement in schools. Typically, most elementary classroom teachers utilize movement or “brain breaks” throughout the day, as well as other classroom tools. Alternative seating options like stools, bean bags, and crates have grown in usage and popularity. Standing desks are also more prevalent in classrooms now. This article explores a new trend in the classroom called DeskCycles and looks at how it can increase movement in students.
ADVOCACY IN ACTION
Using a University Health and Physical Education Majors Club to Recruit Preservice Teachers, Part II
– Craig Parkes and Shelley L. Holden
This article is the second part of a series, which aims to advocate for preservice teacher retention and high professional standards for future physical educators by highlighting how a majors club strategically supports HPE students at the University of South Alabama.
COACH'S CORNER
Strengths, Struggles and Strategies: Improving mental toughness through postgame reflection
– David Laughlin and Rainer Meisterjahn
The purpose of this article is to describe a simple post-game reflection routine to help a team work more consistently toward its goals and help athletes develop the ability to regulate their performance and become more “mentally tough.”
EDUCATOR'S CORNER
Increasing Physical Activity: Individualizing the Experience
– Lindsie Traxler, Lily Bradley and Tess Armstrong
Teachers and students alike benefit from using movement in the classroom. When students are able to get up and move periodically throughout the day they are more likely to perform better on their classroom assignments, and will be better able to focus on tasks assigned by the teacher. Movement during the school day (especially in upper elementary and secondary classes), has typically been isolated to physical education classes or recess breaks. This article provides solutions to help get students more movement breaks during the day.