Lessons Learned from the Field: Teaching in High-risk Physical Education Environments

Wahl-Alexander, Zachary; Jacobs, Jennifer M.; Mack, Timothy C.

doi:10.1080/07303084.2019.1580638

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…It is impossible to ascertain the precise reason for such disproportionate activity; however, unfavorable content47 and lack of motivation48 are standard inhibitors in other contexts. Working in conjunction with youth to determine meaningful content and integrate fitness-based goals are 2 potential methods for producing more impactful results overall 49. Future research exploring individuals' activity trends during programming can be extremely valuable.…”

Section: Discussionmentioning

confidence: 99%

“…Working in conjunction with youth to determine meaningful content and integrate fitness-based goals are 2 potential methods for producing more impactful results overall. 49 Future research exploring individuals' activity trends during programming can be extremely valuable. Doing so can aid in eliciting ways to bolster low activity participants during programming, leading to drastic improvements in engagement, recommended daily step count, and overall health and fitness markers.…”

Section: Wahl-alexander and Jacobsmentioning

confidence: 99%

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Research Brief: Physical Activity Trends Among Incarcerated Youth During a Sport Leadership Program

Wahl-Alexander¹,

Jacobs²

2022

Family &Amp; Community Health

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Research indicates that engagement in physical activity is advantageous to adolescents' overall health. One subset of the population that is not provided with ample opportunities to be physically active includes incarcerated youth. To date, sport leadership programs have been designed to target this population; yet, little is known about physical activity opportunities for participants. The purpose of this study was to explore physical activity during a sport leadership program within a juvenile detention center. The participants were 27 incarcerated male youth (M age = 18.7 years), all of whom participated in a sport leadership program. Physical activity was assessed during 32 sessions using Yamax DigiWalker SW 701 pedometers. Youth who participated in the sport leadership program accumulated an average of 3232 steps per session, with average standard deviation of 1245.5. As youth attended more sessions, overall physical activity levels during programming increased with a drastic reduction in variance among participants. This study is the first to closely examine and provide insights into youths' physical activity trends across programming and demonstrates a noticeable uptrend in activity and deceleration of variability among participants. Findings suggest that participation in a structured sport leadership program within juvenile detention centers can provide participants a critical opportunity to engage in physical activity.

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Section: Discussionmentioning

confidence: 99%

Section: Wahl-alexander and Jacobsmentioning

confidence: 99%

Research Brief: Physical Activity Trends Among Incarcerated Youth During a Sport Leadership Program

Wahl-Alexander¹,

Jacobs²

2022

Family &Amp; Community Health

Self Cite

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“…However, previous PE studies (e.g., Cothran et al, 2009; Kulinna et al, 2006) have shown that students’ misbehavior in PE classes not only disrupts the quality of instruction but also impedes the learning effects of peers. In the TPSR program, students’ misbehaviors also hamper the positive outcomes of learning (Hsu, 2017; Wahl-Alexander et al, 2019). Therefore, to make TPSR more effective, physical educators should not only enhance students’ positive behaviors but also reduce their misbehaviors.…”

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confidence: 99%

The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education

et al. 2022

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To make teaching personal and social responsibility (TPSR) more effective, this study aimed to determine whether integrating moral disengagement (MD) minimization strategies into TPSR can enhance students’ positive behaviors and reduce their misbehaviors in PE. A pretest-posttest quasi-experimental design was conducted with an experimental group and two control groups. One hundred forty-five students from nine classes in three middle schools were assigned to experimental group (TPSR + MD minimization strategies; N = 50), control group A (TPSR; N = 46), and control group B (general PE instruction; N = 49) respectively. A pretest was performed in the first week, and a posttest was performed in the 18th week. The results showed that integrating MD minimization strategies into TPSR could significantly reduce students’ misbehaviors in PE classes. However, the effects of the strategy on students’ positive behaviors (e.g., following rules, helping others, and cooperation) showed no improvement. This study made a breakthrough by finding that integrating MD minimization strategies could make TPSR more effective at reducing students’ misbehaviors. By understanding the psychosocial mechanisms behind student behavior in PE, we suggest that MD minimization strategies could be applied in the TPSR model.

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confidence: 99%

“…Building relationships can be challenging, and is a task that takes time, effort, persistence, and patience (Wahl-Alexander et al, 2019). Building strong relationships with students can lead to life-altering changes, especially for at-risk students (Wahl-Alexander et al, 2019). The moment when a teacher realizes or is told that they have made a difference in a student's life can be one of the most satisfying moments of teaching.…”

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confidence: 99%

The Importance of Relationships in Education: Reflections of Current Educators

McKay

Macomber

2021

Journal of Education

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The purpose of this study was to seek to understand and describe current educators’ perceptions of building relationships in education. Thirty-five K-12 educators completed reflective writing responses as part of this phenomenological study. The thematic analysis constructed four themes: (a) “students are motivated to learn when strong relationships are formed,” (b) “if they don’t trust you and don’t think you care, learning decreases,” (c) “teachers had a great impact on me that I admire deeply-these teachers are the reason I went into education,” and (d) “they can always google the content.” The findings highlight the significant impact of relationships.

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Lessons Learned from the Field: Teaching in High-risk Physical Education Environments

Cited by 10 publications

References 13 publications

Research Brief: Physical Activity Trends Among Incarcerated Youth During a Sport Leadership Program

Research Brief: Physical Activity Trends Among Incarcerated Youth During a Sport Leadership Program

The Influence of Integrating Moral Disengagement Minimization Strategies into Teaching Personal and Social Responsibility on Student Positive and Misbehaviors in Physical Education

The Importance of Relationships in Education: Reflections of Current Educators

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