Showing papers in "Quest in 2017"
TL;DR: A brief history of eSports and a further developed definition of eSports, and a comparison of eSports to traditional philosophical and sociological definitions of sport are discussed in this paper, with the purpose of this article being to provoke thought on the academically accepted definitions and debate whether eSports should be considered a sport.
Abstract: Electronic sports, cybersports, gaming, competitive computer gaming, and virtual sports are all synonyms for the term eSports. Regardless of the term used, eSports is now becoming more accepted as a sport and gamers are being identified as athletes within society today. eSports has even infiltrated higher education in the form of an intercollegiate athletic sport, as two university athletic departments have made eSports an official varsity sport where scholarships are provided to collegiate eSports athletes. Thus, the intertwining of eSports and university athletics brings into question whether eSports should be considered sport by broader society. This article provides a brief history of eSports, a further developed definition of eSports, and a comparison of eSports to traditional philosophical and sociological definitions of sport. The purpose of this article is to provoke thought on the academically accepted definitions of sport and debate whether eSports should be considered a sport. Attention...
280 citations
TL;DR: This article reviewed 50 empirical peer-reviewed articles published in English since 1987 and identified five themes as central influences to young people's meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning.
Abstract: The purpose of this research is to review the literature about young people’s meaningful experiences in physical education and youth sport. We reviewed 50 empirical peer-reviewed articles published in English since 1987. Five themes were identified as central influences to young people’s meaningful experiences in physical education and sport: social interaction, fun, challenge, motor competence, and personally relevant learning. These themes provide future direction for the design and implementation of meaningful physical education and youth sport experiences. We also highlight the need for the development of pedagogies that facilitate and promote meaningful engagement in physical education and youth sport settings.
176 citations
TL;DR: The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course as discussed by the authors.
Abstract: The International Charter for Physical Education, Physical Activity, and Sport clearly states that vested agencies must participate in creating a strategic vision and identify policy options and priorities that enable the fundamental right for all people to participate in meaningful physical activity across their life course. Physical literacy is a rapidly evolving concept being used in policy making, but it has been limited by pre-existing and sometimes biased interpretations of the construct. The aim of this article is to present a new model of physical literacy policy considerations for key decision makers in the fields of public health, recreation, sport, and education. Internationally debated definitions of physical literacy and the wider construct of literacy were reviewed in order to establish common pillars of physical literacy in an applicable policy model. This model strives to be consistent with international understandings of what “physical literacy” is, and how it can be used to achie...
99 citations
TL;DR: In this paper, the authors argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization.
Abstract: Critical theorists have called attention to the intensification of diversity that is now occurring inside and outside of school, while critically engaging with the detrimental effects of globalization on equity, diversity, and social justice. Globalization presents new challenges to education and to issues of social justice. In this article, we argue that there is a need for scholars in the field of physical education to re-think and re-frame the social-justice agenda to address current inequalities produced by globalization. To support this argument, we first reflect on the impact of global neoliberalism on physical education; second, we discuss the ways in which, as a result of global neoliberalism, public health discourses have an “othering” effect on ethnically diverse young people; third, we propose a theoretical shift from a focus on equality to a focus on difference; and finally, we conclude with considerations for future research and curricula in school physical education.
80 citations
TL;DR: In this article, a review of the complex relationships among body weight, stigma, health, and physical activity, arguing that the current model underserves larger individuals, the authors argue for the creation of body-inclusive spaces as a means of encouraging greater participation and outline a model that encourages greater access to the benefits of physical activity to all bodies.
Abstract: Modern cultural idealizations of thin bodies have created a climate in which fat individuals are stigmatized in physical activity spaces. Given the unwelcoming climate of these spaces, many individuals are unlikely to engage in and benefit from regular physical activity. As such, a new model for physical activity spaces is needed to engage and retain a largely marginalized population. In the current article, the authors give a brief review of the complex relationships among body weight, stigma, health, and physical activity, arguing that the current model underserves larger individuals. Using a Health at Every Size paradigm, the authors then argue for the creation of body-inclusive spaces as a means of encouraging greater participation and outline a model that encourages greater access to the benefits of physical activity to all bodies. Implications for research and practice are discussed.
51 citations
TL;DR: Kinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches as discussed by the authors, and the professional dev...
Abstract: Kinesiology researchers have long had an interest in physical activity, fitness, and health issues and in the professional education and work practices of teachers and coaches. The professional dev...
44 citations
TL;DR: In this paper, the authors argue that servant leaders in sport for development and peace will empower followers, lead to more sustainable and effective organizations and participant outcomes, facilitate psychological need, and facilitate psychological wellbeing.
Abstract: The field of sport for development and peace (SDP) has been growing exponentially, with many organizations and academics embracing the possible contribution that sport can make to development. To date, leadership in sport for development and peace has not been conceptualized. Perhaps due to the missions of sport for development and peace organizations, many of which focus on helping marginalized individuals, the leadership style needed to effectively guide a sport for development and peace organization may be different than that which is needed to lead other types of sport organizations. In this article, we advance that servant leadership, which is predicated on follower care and development, can be a highly effective leadership style in sport for development and peace. Through a series of propositions, we opine that servant leaders in sport for development and peace will empower followers, lead to more sustainable and effective organizations and participant outcomes, facilitate psychological need...
41 citations
TL;DR: In this paper, the authors re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories.
Abstract: The purpose of this article is to re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories. In doing so, an interdisciplinary perspective is promoted where the three aforementioned disciplines combine and intersect in order to enrich teachers’ and coaches’ understanding of motivational climate. The ultimate aim is to assist practitioners in fostering an effective and stimulating learning environment. The pre-existing TARGET acronym (task, authority, recognition, grouping, evaluation and time) is used to structure the paper. These TARGET structures are further developed with links to relevant pedagogical and sociological theory to enrich them. Further, a strong emphasis is placed on ‘relationships,’ which have not previously been featured in the TARGET literature. It is anticipated that inter-disciplinary research on motivational clima...
39 citations
TL;DR: In this article, the conceptual underpinnings of current movement research in physical education are identified using a hermeneutic approach, using four analogies for movement education: motor program analogy, neurobiological systems analogy, instinctive movement analogy, and embodied exploration analogy.
Abstract: This review article identifies the conceptual underpinnings of current movement research in physical education. Using a hermeneutic approach, four analogies for movement education are identified: the motor program analogy, the neurobiological systems analogy, the instinctive movement analogy, and the embodied exploration analogy. Three issues related to logical consistency and its relevance for movement education are raised. The first relates to tensions between the analogies and educational policy. The second concerns differences among the four analogies. The third issue relates to the appropriateness of specific analogies for dealing with certain movement contexts. In each case, strategies for improvement are considered. The article concludes with a brief summary, along with reflections on issues that require further attention.
32 citations
TL;DR: In this paper, the authors discuss the advantages of interdisciplinary research for understanding how elite athletes are able to achieve such high-proficiency levels and illustrate how the ecological-dynamical approach and the concept of dimensional reduction can be used to explain how elite performers cope with the complex nature of sport skills.
Abstract: While the call for interdisciplinary studies has been loud and clear over the last decade or so, the number of interdisciplinary publications in sport sciences is rather limited. One of the reasons for this scarcity is the complexity of the research process itself. Still, the combination and integration of information from different scientific disciplines seems to be important to better explain how elite performance comes about. In this article, we focus on this issue and discuss the advantages of interdisciplinary research for understanding how elite athletes are able to achieve such high-proficiency levels. The first section provides an overview of the studies that investigated elite performance in sports. In the second section, we focus on the issue of interdisciplinarity and illustrate how the ecological–dynamical approach and the concept of dimensional reduction can be used to explain how elite performers cope with the complex nature of sport skills. In the last section, we present a research...
29 citations
TL;DR: In this paper, the authors present a conceptual model of shared responsibility within the sport context and propose that each individual with a vested interest in sport possesses some degree of responsibility in securing safe, fair, and just sport experiences.
Abstract: The purpose of this article is to present a conceptual model of shared responsibility within the sport context. Focusing on issues of harm and injustice, this model proposes that organized sport can exist as an oppressive social structure that endorses ignorance through the presence of asymmetrical power relations. This ignorance reinforces oppressive structures as well as fosters vulnerability, a byproduct that, in turn, also reinforces oppressive structures. Rather than assigning responsibility to any one entity specifically, however, this article proposes that each and every individual with a vested interest in sport possess some degree of responsibility in securing safe, fair, and just sport experiences. Thus, the concept of shared responsibility is offered as a moderating factor through which the processes that result from oppressive structures may be interrupted and the structures themselves broken down.
TL;DR: Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation.
Abstract: The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004–2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting ...
TL;DR: The potential of physical activity and sport programs to promote positive youth development (PYD) is well-recognized among youth sport researchers and practitioners as mentioned in this paper, and two approaches to physical literacy emerged: a holistic approach encompassing cohesive developmental processes and outcomes; and a performance-driven approach, focused largely on physical competencies and performance.
Abstract: The potential of physical activity and sport programs to promote positive youth development (PYD) is well-recognized among youth sport researchers and practitioners More recently, physical literacy has gained traction among sport organizations as an important component of long-term athlete development With conceptual roots in academic writing, two approaches to physical literacy emerged: a holistic approach, encompassing cohesive developmental processes and outcomes; and a performance-driven approach, focused largely on physical competencies and performance This article will evaluate the dual approaches to physical literacy through the lens of PYD By pairing the theoretical foundation of the holistic approach with the attention to measurement in the performance-driven approach, we subsequently propose an integrated approach to physical literacy grounded firmly in sport and physical activity PYD research Guided by this approach, we offer key insights and practical recommendations for the imple
TL;DR: The early physical education pioneers were trained as medical doctors responsible for all aspects of student hygiene as mentioned in this paper, and physical education ultimately evolved into its own academic discipline, known today as kinesiology.
Abstract: Physical education debuted in higher education in 1860 at Amherst College. The program, aimed at the general student body, thrived under the leadership of Edward Hitchcock, Jr., M.D. Similar programs were developed elsewhere. At its high point, an estimated 97% of colleges and universities required their students to partake in some form of physical education in order to earn a bachelor’s degree. The early physical education pioneers were trained as medical doctors responsible for all aspects of student hygiene. Physical education ultimately evolved into its own academic discipline, known today as kinesiology. As the discipline codified, physical education programs aimed at addressing the needs of the total student body became increasingly marginalized. Regardless, quality college and university instructional physical activity programs (C/UIPAP) continue to this day and they have enormous unrealized potential for addressing student, institutional, and societal needs. Recommendations for helping C/U...
TL;DR: In this paper, the role of the mentor in coach development, the nature of the mentee relationship, and how expertise in a mentee may best be developed, is discussed.
Abstract: To help produce more expert coaches at the participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of this trend, against the limited literature on coach mentoring and the risks of superficial treatment by coach education systems, this article critically discusses the role of the mentor in coach development, the nature of the mentor–mentee relationship, and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches, we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than through an unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education.
TL;DR: Specific recommendations for program improvement are provided, including the use of alternative content areas, model-based instruction, universal design, instructional technology, and professional development for faculty/staff.
Abstract: Physical education programs in colleges/universities have been called on to provide students with opportunities to develop an appreciation for, and increase participation in, lifetime physical activity. Higher Education Physical Activity Programs (HEPAPs) have evolved over the past 100 years in response to changing societal and institutional expectations. The purpose of this article is to celebrate the long history of HEPAPs and recommend innovative strategies for program development that will maintain their position as a valued aspect of campus life. After tracing the historical roots and trends of HEPAPs, the authors suggest (a) adopting a public health perspective, (b) applying theoretical models as a framework for program development, (c) focusing on meaningful learner engagement, and (d) employing learner-centered instructional approaches. Within these overall themes, specific recommendations for program improvement are provided, including the use of alternative content areas, model-based ins...
TL;DR: In this article, a general framework for the antidoping education of elite athletes comprises four levels articulated by their distribution over the periods of athletes' careers: (a) creating and maintaining a global antidoping culture via continuous socialization, (b) developing a sustained antidoping background via situated activities, supporting punctual and specific needs with free services for all athletes, and (c) pr...
Abstract: Studies have shown that doping behavior emerges from contexts. Educational research would therefore be enriched by explorations of the situatedness of athletes’ activity and its dynamics of development inside sporting life courses. The principles can be summarized as (a) the connection between antidoping and athletes’ time-specific and meaningful concerns, (b) the creation of fields of possible activity that preserve athletes from doping, (c) the focus on propensities toward activities that pull athletes away from doping, and (d) the regular and timely updating of programs. Following this, the general framework for the antidoping education of elite athletes comprises four levels articulated by their distribution over the periods of athletes’ careers: (a) creating and maintaining a global antidoping culture via continuous socialization, (b) developing a sustained antidoping background via situated activities, (c) supporting punctual and specific needs with free services for all athletes, and (d) pr...
TL;DR: In this paper, a scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016, a total of 20 articles that reported research from 11 different countries were identified for inclusion.
Abstract: While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a ...
TL;DR: In this paper, a socio-pedagogical perspective was adopted to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported that transitioning through puberty allowed the gymnasts to extend their careers Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning.
Abstract: Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood Most gymnasts retire before reaching adulthood In recent years, the gymnast population at the highest level has “aged” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning Through this, gymnasts gained control over self, body, relationships, and performance In conclusion, we provide implications for gymnast development practice
TL;DR: In this paper, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory, which addresses the particular needs of adult learners and is based on the idea that there are significant differences.
Abstract: Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences...
TL;DR: The authors analyzed the personal narrative of flow experiences across three elite sportsmen within their particular sport autobiographical contexts, and found a close relationship between the flow experiences and athletic identity, and concluded that the narratives had an ontological role as they served to assert the participants' threatened athletic identity.
Abstract: This study analyzes the personal narrative of flow experiences across three elite sportsmen within their particular sport autobiographical contexts. Using a holistic formal structure analysis to examine the participants’ self-narratives, five major themes emerged: (a) early socialization as the basis of a strong athletic identity, (b) withdrawal from sports as a threat to athletic identity, (c) the dramatic weight of the narrative plots within which the experiences of flow are inserted, (d) biographical sporting flow accounts, and (e) silences and devaluations in flow narrative. The results of the narrative analyses show a close relationship between the flow experiences and athletic identity. This study concludes that, in this case, the narratives of flow experiences have had an ontological role as they served to assert the participants’ threatened athletic identity. Hence, studying narratives as practices is a useful way to better understand not only the internal coherence of the narrative fragme...
TL;DR: In this paper, the authors examine the factors that enhance or constrain beginning teachers' induction processes and off-the-shelf skills acquisition in physical education and conclude that meaningful mentoring relationships, opportunities for purposeful professional development, and timely feedback can serve to help teachers through their transition into the field.
Abstract: Because significant challenges continue to exist in the retention of teachers, the need for an infusion of proactive assimilation strategies, especially related to the induction phase, has become a mandate in physical education. Beginning teachers face countless potential hurdles. From marginalization, role conflict, and teaching diverse student populations, to reality shock and limited resources, the effects of organizational socialization and the realities of the day-to-day workload can be powerful influences on a teacher’s effectiveness and desire to persist. Creating meaningful mentoring relationships, opportunities for purposeful professional development, and timely feedback can serve to help propel teachers through their transition into the field. Acquiring skills to navigate the school culture and provide effective instruction benefits all educational stakeholders. The purpose of this article is to examine the factors that enhance or constrain beginning teachers’ induction processes and off...
TL;DR: In this paper, the authors used the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses by focusing on the CoI constructs of teaching presence, cognitive presence, and social presence.
Abstract: Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education.
TL;DR: The Delphine Hanna Lecture as discussed by the authors argued that the idea of the illegitimate outsider in Western world governments like the United States has largely been influenced by ancient Greek ideals, and that a host of policies and intentional actions by power brokers create derision and hierarchies between “old” and “new” immigrant groups.
Abstract: Drawing on Michel Foucault’s concepts of state racism and biopower, the author of the 26th Delphine Hanna Lecture presents several claims: (a) that the idea of the illegitimate outsider in Western world governments like the United States has largely been influenced by ancient Greek ideals, (b) that a host of policies and intentional actions by power brokers create derision and hierarchies between “old” and “new” immigrant groups, and (c) neoliberal ideology couched in actions that aim “to protect the state” is nothing more than a recoding of traditional racist rhetoric that expands systemic racism. The author identifies the capabilities approach, asset based community development, and framing movement and physical activity as issues of justice as critical strategies to ensure equal rights for all.
TL;DR: In this article, the authors explore what happens when gender equity policies are applied in an university sports organization and highlight certain forms of resistance that proposals of this kind should be prepared for.
Abstract: Gender policies in sports have expanded considerably in most countries in recent decades. Nevertheless, the implementation of these policies in sports organizations is by no means an automatic process. This article explores what happens when gender equity policies are applied in an university sports organization. Participatory action research over a four-year period was developed by the authors to increase the participation of women, and it also aimed to explore the perceptions and thoughts of key actors regarding equity actions. The analysis shows the participation numbers in the specific promotional campaign and reveals a wide range of responses among staff, ranging from enthusiasm and interest to resistance and fear. Gender equity actions often encounter resistance which cannot, and should not, be ignored. This article highlights certain forms of resistance that proposals of this kind should be prepared for.
TL;DR: A literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs.
Abstract: This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research conducted on PETE pre-service programs and graduates within the United States after 1990. The review defines “activity based/movement content knowledge course” as any course in which students learn the knowledge, skills, and dispositions to engage in or perform a particular sport, game, dance or other physical activity. Only one study within the review of nine total studies focuses solely on dance content within PETE pre-service programs. This review also analyzes the placement of dance content knowledge within the Society for Health and Physical Educators (SHAPE America) Grade Level Outcomes for K–12 Physical Education (PE). Suggestions are made for future re...
TL;DR: In this paper, the authors report student perceptions of the value of these programs to their academic and professional development, and report that students report that they find them useful for their own development.
Abstract: High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty–student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student–faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development.
TL;DR: In this paper, the authors examined the effect of a classroom physical activity (PA) program, TAKE 10!®, on children's PA and on-task behavior in the classroom.
Abstract: Sitting for extended periods of time is detrimental to children’s physical health and may cause off-task behavior in the classroom. The purpose of this study was to examine the effect of a classroom physical activity (PA) program, TAKE 10!®, on children’s PA and on-task behavior. Participants in the program included 137 children from six classes (third to fifth grades) in one ethnically diverse elementary school in the Southwestern United States. Classroom teachers implemented 10-minute bouts of active academic TAKE 10!® lessons for 12 weeks (four weeks baseline and eight weeks intervention). PA was measured using pedometers and on-task behavior was measured using systematic observation in the classrooms. Children’s step counts increased significantly (p < 0.05) by 853 from baseline to end-intervention. There was also significant (p < 0.05) improvement in on-task behavior of 5.5%. Active academic lessons were effective in increasing children’s in-school PA and on-task behavior in the classroom.
TL;DR: In this paper, the identification and description of participants with disabilities used in school-based physical education research were analyzed. But, although those with disabilities tend to make up nearly 10% of school-aged populations, few studies mentioned the possibility of participants having a disability.
Abstract: The primary purpose of this study was to determine what trends exist in the identification and description of participants with disabilities used in school-based physical education research. A total of 60 research articles published in the Journal of Teaching in Physical Education from 2010–2014 which included school-aged individuals as participants were analyzed. Five categories of analysis (disability, age, gender, race/ethnicity, and socioeconomic status) were coded. Of the 60 articles analyzed, five identified or reported disability of the students involved. Furthermore, all 60 reported age, 57 reported gender, 29 reported race/ethnicity, and eight reported socioeconomic status at the participant level. Although those with disabilities tend to make up nearly 10% of school-based populations, few studies mentioned the possibility of participants having a disability. In physical education research, as indicated in the current study findings, scholars have largely overlooked issues related to the ...
TL;DR: In this paper, the authors examine the relevance and feasibility of a uniform curriculum in physical education and propose a more advanced curriculum framework with clear guidance for P-12 curricula and pedagogical practices to promote system-wide changes in school-based physical education.
Abstract: Since the publication of A Nation at Risk, some scholars have argued that a national curriculum and national testing are necessary to hold school personnel accountable for student achievement and, ultimately, to raise educational standards. The idea of developing a nationwide curriculum has been widely debated in the United States, where the traditions of local control and state responsibility are dominant. Thus, this article examines the relevance and feasibility of a uniform curriculum in physical education. A core curriculum for physical education has the potential to provide clear goals, coherent instructional guidelines, and relevant assessments aligned with designated program outcomes. A more advanced curricula framework with clear guidance for P-12 curricula and pedagogical practices could promote system-wide changes in school-based physical education. In contrast, the adoption of an overly rigid national curriculum would create a stifling educational context where cultural differences and ...