Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

Abstract

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

Can Enjoyment and Physical Self-Perception Mediate the Relationship between BMI and Levels of Physical Activity? Preliminary Results from the Regional Observatory of Motor Development in Italy

“…In the school setting, the interdisciplinarity of learning contributes to promoting wellbeing and preventing non-communicable diseases through inter-institutional and multi-component interventions that require the monitoring of processes and results. The systematic assessment of physical activity and physical fitness allows the acquisition and analysis of the transversal and longitudinal data necessary to customize the educational process [8].…”

“…Physical education during adolescence, supported by evidenced-based methodologies, offers many different opportunities to practice structured physical activity and promote the development of motor skills, motor coordination, and conditioning [8]. The significant contribution of motor experiences to the development and interaction of the organic, affective, social, and cognitive areas is crucial to promote the health education of young people through physically active lifestyles [4,9].…”

“…According to Khodaverdi et al (2015) and Dapp et al (2019), the teaching−learning process and the quality of the motor experience can enhance physical self-perception, mediating the relation between cognitive, motor, emotional, and social functions [16,17]. Pleasant motor experiences lived with and through body movement are positively associated with the development of enjoyment and self-perception [8]. These factors are closely related, as pleasant and fun motor experiences determine a greater awareness of the practice of motor activities in different contexts and at different ages [18].…”

Using a Hanging Ball For Primary School Students on Volleyball Down Passing

“…In the world of education, there are various disciplines that are taught to students, of which are physical education, sports, and health. Physical education, sports, and health are integral parts of overall education which aims to develop aspects of physical fitness, movement skills, critical thinking, social skills, reasoning, emotional stability, morals, and healthy lifestyles (Hills, 2007;Donnelly et al, 2016;Purnomo et al, 2018;Schüller & Demetriou, 2018;Mitchell & Walton-Fisette, 2022;Siedentop & Van der Mars, 2022), and the introduction of a clean environment through physical activity in order to achieve national educational goals (Kohl & Cook, 2013;Nur et al, 2018;Ovcharuk et al, 2021).…”

Physical Education Curricular Elements in Blended Learning During the COVID-19 Pandemic

“…The curricular elements related to the content blocks, instruction, and assessment are relevant to the quality of education (Mitchell & Walton-Fisette, 2022). Likewise, they are significant for the implementation of the new Spanish curriculum, Organic Law 3/2020, Article 6 (Organic Law 3/2020, 2020).…”