Transforming PETE’s Initial Standards: Ensuring Social Justice for Black Students in Physical Education

Blackshear, Tara B.; Culp, Brian

doi:10.1080/00336297.2020.1838305

Cited by 23 publications

(2 citation statements)

References 48 publications

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“…Even with progressive policies, fitness testing (Dawson et al, 2001) persists in Aotearoa New Zealand, including the use of FitnessGram® (Howe et al, 2016). Unlike Aotearoa New Zealand, the policies and standards that shape physical education in the U.S. do not reflect a critical orientation nor are they inclusive of diversity (Blackshear & Culp, 2021;Landi et al, 2021). The FitnessGram® assessmentin many places across the U.S. (e.g.…”

Section: Moving Towards Something New?mentioning

confidence: 99%

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Safron

Landi²

2021

Sport, Education and Society

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This paper draws on two separate research projects, one with Black and Latinx youth in the United States and another with LGBTQ+ youth in New Zealand, to explore the affective experiences of young people with the FitnessGram® assessment. We specifically use affect theory through poetic inquiry to entangle interview data from young participants about their experiences with FitnessGram®. We then (re)present the data through poetic forms. We argue the turn to affect and poetic inquiry allows us, as researchers, to respond to dominant discourses around FitnessGram® (and young bodies) in critical and creative ways. And, we embrace the experimental, open-ended potential of poetic (re)presentation to bring awareness to the youths' experiences and to encourage others (researchers, educators, practitioners, policymakers) to engage differently as well. We hope, through such aesthetic forms, we can start to value the affects of FitnessGram® on youth and think divergently about this popular practice.

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Section: Moving Towards Something New?mentioning

confidence: 99%

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Safron

Landi²

2021

Sport, Education and Society

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“…With increased rates of overweight and obesity among Black adolescent girls and racial inequities evident in PE content and programming (Blackshear & Culp, 2023;CDC, 2015;Ryan & Sinay, 2019;Walton-Fisette & Sutherland, 2020), there is an urgency to develop culturally relevant PA programs that have a long-term impact. Unfortunately, traditional PA interventions have been ineffective in promoting health and PA among Black girls (Camacho-Miñano et al, 2011).…”

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confidence: 99%

BLinG-Health: A Peer-Led Physical Activity Program for Black Adolescent Girls—A Pilot Study

Blackshear,

Baucum

2024

Women in Sport and Physical Activity Journal

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Background: Culturally relevant approaches that address low physical activity rates among Black girls are increasing, yet opportunities to engage in physical activity (PA) remain minimal. Coupled with deficit approaches to school-based PA programming, positioning Black adolescent girls as PA leaders is missing from practice. BLinG-Health aims to develop peer leaders to participate in and deliver group fitness sessions in an after-school PA program. Methods: Black adolescent girls engaged in a culturally relevant, 8-week pretest and posttest quasi-experimental pilot study examining the impact of a peer-led school-based PA intervention program in a Baltimore, Maryland, public school. After peer leaders engaged in a 12-hr fitness education, training, and certification program using the Interactive Fitness Trainers of America’s Tabata group fitness instruction and certification series, peer leaders led classmates in group fitness 2–3 days a week for 8 weeks. Peer leaders and participants completed two assessment rounds at baseline and Week 9, including height and weight, to compute body mass index, waist circumference, hip circumference, hip-to-waist ratio, a 12-min run/walk, and push-up test. Results: Participants (n = 7; Mage = 16.43 years) significantly improved in cardiovascular endurance (p = .025) and muscular endurance (p = .013) with modest, nonsignificant changes in anthropometric measures. Discussion: Challenging deficit narratives on Black girls’ PA engagement, participants consistently attended weekly group fitness sessions and improved cardiovascular and muscular fitness. Empowering Black adolescent girls to lead group fitness sessions among peers may enhance PA engagement. Schools should consider culturally relevant programming to increase Black girls’ opportunities to engage in PA.

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Physical Education Policy Research in the United States: Setting a New Orientation

Landi

Walton-Fisette

Sutherland

2021

Quest

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In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking 'What is physical education policy research?', we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, 'How is physical education policy research working in different contexts?', 'What counts as policy research?' and 'Who is doing policy research?' We examine how physical education policy research is being taken up across the U.S. and the orientation -or direction -those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation.

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Transforming PETE’s Initial Standards: Ensuring Social Justice for Black Students in Physical Education

Cited by 23 publications

References 48 publications

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

BLinG-Health: A Peer-Led Physical Activity Program for Black Adolescent Girls—A Pilot Study

Physical Education Policy Research in the United States: Setting a New Orientation

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