This blog discusses the article Generalization of Participation in Fitness Activities From Physical Education to Lunch Recess by Gender and Skill Level. We talk about the effects of a recess sport education fitness season on students’ participation in fitness activities from PE to lunch recess by gender and skill level.
Physical educators are challenged to integrate technology into their curriculum during the current growing tide of technological advancements. This entry brings teachers’ perceptions of incorporating digital technologies in physical education and the influence this had on their pedagogical practices. The author will discuss teachers’ barriers and students’ learning and engagement using pedometers in physical education classes.
The research discussed in this blog entry investigates classroom teachers’ and administrators’ views of teaching HPE, including physical activity behaviors, in primary schools in New Zealand. The findings support Bandura’s theory of self-efficacy that underpins teachers’ feelings towards achievement and successful outcomes. Moreover, this research brought understandings of common themes in developing strong HPE curriculum and its implementation within a school system.
Looking outside of the primary discipline of physiology to rethink long-term athlete development (LTAD) is the focus of this blog entry. Risto brings an overview of the article from Ian Jeffries that reveals the potential within LTAD along with various models and theories explaining best practice. The results advocate that implementation begins with behavior change and the establishment of new norms.
Marginalized students have experienced great barriers to enter the context of physical activity in schools as inequality in education has risen. Girls experience these barriers solely due to their gender. These barriers are discussed in this entry with an overview of the article Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach through a feminist poststructuralist lens. The research was conducted in the after school GIRL program at Waterfalls Elementary school. Through an activist approach, student voices were heard in curricular decision making and relationships were built throughout the school year in an attempt to create a sense of safety within the classroom.
A well-structured, scientifically driven program with high performing athletes depend on effective coaching leadership. This entry summarizes the article from Foulds and colleagues (2019) ‘The coach–Athlete relationship in strength and conditioning: High performance athletes’ perceptions’. This article is based on the 3+1 C’s and the perception of high-performance athletes’ of S&C coaches. We bring insights about different pieces of the human performance puzzle that are important for a deeper understanding of effective leadership and coach-athlete relationship
This entry provides an overview of the after-school curriculum referred to as GIRL (Gaining Insight through Reflexive Learning) through an activist approach (Meza & Marttinen, 2019). Two coaches worked together to develop a safe and supportive environment establishing a trusting relationship with the students. As a result, effective teacher practice through an activist student-centered approach was able to strengthen the relationship between the girls and physical activity bridging towards lifetime physical activity and literacy.
We discuss research, theory and current issues in the fields of health and physical education in an easy to understand way. Our aim is to make research accessible to educators and university students from all over the globe.
