ERIC Number: EJ1318323
Record Type: Journal
Publication Date: 2021-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: N/A
Chapter 7: Selective Integration--Roles for Public Health, Kinesiology, and Physical Education
Castelli, Darla M.; Mitchell, Latrice Sales
Journal of Teaching in Physical Education, v40 n3 p402-411 Jul 2021
The authors explore the priorities for American physical education in the 21st century and reconsider the role of physical education teacher education. Purpose: This chapter will discuss the potential intersection of kinesiology, physical education, and public health with the assumption that their selective integration has the potential to stimulate the development of innovative pedagogical practices and new program designs. Method: A narrative summary of published works was used to support the rationale for reciprocal selective integration to increase the impact of physical education, kinesiology, and public health efforts to enhance health and well-being. Results: The practices and programs should be specialized and pedagogically focused to advance integrative, community-based approaches designed to achieve the national physical education standards and improve health and well-being. These new approaches are timely and essential in schools and communities, especially those where children and families experience adversity. Discussion/Conclusion: There are many ways in which selective integration can transpire. A redesign of physical education teacher education is warranted and timely.
Descriptors: Integrated Curriculum, Public Health, Kinesiology, Physical Education, Interdisciplinary Approach, Role of Education, Teacher Education, Well Being, Curriculum Development
Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A