Impact of Teacher Value Orientations on Student Learning in Physical Education.

Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers ( = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students ( = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers' value orientations.

Educating Students for a Lifetime of Physical Activity: Enhancing Mindfulness, Motivation, and Meaning.

For many years, pedagogical scholars and physical education (PE) teachers have worked to enhance effective teaching and learning environments. Yet for some children, youth, and young adults, many of the benefits associated with a physically active lifestyle remain elusive. Enhancing programming and performance to meet physical activity goals may require moving programs beyond "effective.

Knowledge, transfer, and innovation in physical literacy curricula.

Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation.

The role of students and content in teacher effectiveness.

The process of effective teaching--teaching that directly leads to student learning of standards-based content--is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.

What Goes Around Comes Around … Or Does It? Disrupting the Cycle of Traditional, Sport-Based Physical Education.

As typically taught, sport-based, multiactivity approaches to physical education provide students with few opportunities to increase their skill, fitness, or understanding. Alternative curriculum models, such as Sport Education, Teaching Games for Understanding, and Fitness for Life, represent a second generation of models that build on strong statements of democratic, student-centered practice in physical education. In the What Goes Around section of the paper, I discuss the U.

Reimagining professional competence in physical education.

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime.

Implementing meaningful, educative curricula, and assessments in complex school environments.

This commentary uses the lens of curricular implementation to consider issues and opportunities afforded by the papers in this special edition. While it is interesting to envision innovative approaches to physical education, actually implementing changes in the complex institutional school environment is exceptionally challenging. These authors have done an excellent job presenting viable solutions and fore grounding challenges.

Learning Science-Based Fitness Knowledge in Constructivist Physical Education.

Teaching fitness-related knowledge has become critical in developing children's healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools ( = 30) were randomly selected from one of the largest school districts in the United States and randomly assigned to treatment curriculum and control conditions.

Implementation Challenges for a Constructivist Physical Education Curriculum.

Background: Curriculum fidelity describes the extent to which a curriculum is implemented faithfully as planned. Curriculum fidelity issues may arise when teachers implement the curriculum inconsistently due to differences in philosophy, barriers in the setting, or other local concerns.

Purpose: The study examined challenges that a teacher faced in implementing a constructivist physical education curriculum that had fidelity implications.

Content specificity of expectancy beliefs and task values in elementary physical education.

The curriculum may superimpose a content-specific context that mediates motivation (Bong, 2001). This study examined content specificity of the expectancy-value motivation in elementary school physical education. Students' expectancy beliefs and perceived task values from a cardiorespiratory fitness unit, a muscular fitness unit, and a traditional skill/game unit were analyzed using constant comparison coding procedures, multivariate analysis of variance, X2, and correlation analyses.

Examining curricular coherence in an exemplary elementary school program.

A coherent curriculum is characterized by visible connections between purposes and experiences so that students acknowledge the content's immediate value. This study examined an exemplary elementary physical education curriculum for coherence components. Research questions examined the role of coherence in connecting and engaging students meaningfully in physical education.

Is in-class physical activity at risk in constructivist physical education?

Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35 nonconstructivist lessons.

Pedagogic Strategies Perceived to Enhance Student Learning in Athletic Training Education.

OBJECTIVE: To investigate students' and instructors' educational experiences in Commission on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education programs and specifically to determine to what extent pedagogic strategies were reflected in students' perceptions of their learning experiences, instructors' perceptions of their teaching, and athletic training course syllabi. DESIGN AND SETTING: Students and instructors currently enrolled in or teaching in 5 university athletic training programs accredited by CAAHEP provided in-depth interviews pertaining to students' educational experiences. Students' educational experiences in CAAHEP-accredited athletic training programs were also examined through current athletic training education course syllabi.