Every student must be given the opportunity to participate in physical education and develop the skills and knowledge competencies to become skillful movers for a lifetime. Students with disabilities have unique needs that must be addressed in the least restrictive environment. With the adoption of the "National Standards and Grade-level…

Understanding teachers' perceptions of their abilities across a variety of teaching strategies can provide insight for understanding teaching effectiveness and program review. Teaching efficacy reflects the degrees of confidence individuals have in their ability to successfully perform specific teaching proficiencies (Bandura, 1986). Additional…

In an economic and political climate marked by the continued reduction of physical education programs, the authors believe that advocacy is now a professional responsibility that all physical educators have a duty to perform. Despite support from the Centers for Disease Control and Prevention (2010), the National Association for Sport and Physical…

This article focuses on the grade-level outcomes to be assessed on middle school (grades 6-8) physical education. Specifically, the article describes how to teach basic tactics and strategies while applying fundamental movement patterns to the various game and movement categories (invasion, net/wall, target, fielding/striking, dance/rhythms, &…

This article addresses teaching for skill and knowledge competency in high school based on the National Standards and grade-level outcomes. The outcomes guide teachers away from a curriculum that emphasizes competition through team sports, which appeals to just the highly-skilled and competitive students, toward one that is inclusive of all skill…

Skill and knowledge tests typically represent less than half of students' grades, whereas subjective evaluations of participation and effort, followed by attitude, skill, attendance, and dressing out represent the largest portion of the grade. More than half of all teachers use improvement as a basis for grading. However, improvement does not…

Sedentary behaviors contribute to the obesity epidemic in this country and physical educators can play an important role in the battle to improve the quality of life of our citizens. Motor skill competency is a substantive factor in a person's decision to be active or not, and a quality physical education program can tip the balance in favor of…

The 2012 Public Act on Education in Hungary made daily physical education (PE) a mandatory part of the school day starting in the 2012-2013 school year. This directive was linked to a significant reorganization of the Hungarian education system including a new National Core Curriculum that regulates the objectives and contents of PE. The Hungarian…

The current National Initial Standards for Physical Education Teacher Education state that preservice teachers should achieve and maintain a level of health-related fitness consistent with that expected of K12 learners. However, little research has addressed the relevance of teacher fitness to effective physical education teaching. This study…

This article examines the bicycle as not simply a means of transportation or as an exercise device, but rather as a vehicle for teambuilding and problem solving activities within a physical education curriculum. The activities described in this article focus on bike-centered initiatives that foster creative problem solving. They have universal…

The National Board for Professional Teaching Standards (NBPTS) was created in 1987 with the purpose of establishing standards for instruction for K-12 teachers within the U.S. The NBPTS was tasked with identifying and certifying teachers who met their standards. In the current article, we theorize on the potential avenues by which the NBPTS is…

The implementation of social skills into teaching helps students achieve such important affective outcomes as peer recognition or popularity, respect for others, acceptance of rules, pro-social values, communication skills, and positive social interactions. Within physical education, many professionals believe that students who engage in games and…

This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

The linguistic diversity in schools is increasing throughout the United States and as state and federal accountability increases in the instruction of English language learners (ELLs), many teachers who never before were asked to work with ELLs are now required to contribute to the education of these students. In some states, all education majors,…

Relatively little is known about the use of structured physical education curricular models in physical education settings. The purpose of this study was to examine teachers' perspectives of various physical education curricular models. Teacher participants ranged from those involved in very structured curricular programs, to teachers that chose…