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"Physical education and training Study and teaching United States Case studies."
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Teachers' Perceptions, Teaching Practices, and Learning Opportunities for Inclusion
Lack of expertise of general physical educators relative to teaching students with disabilities in inclusive general physical education (GPE) has been identified as a major challenge affecting the implementation of inclusion in the United States (Block & Obrusnikova, 2007). Several studies indicated that insufficient inclusion training (Hodge, Ammah, Casebolt, LaMaster, & O'Sullivan, 2004; Lieberman, Houston-Wilson, & Kozub, 2002; Smith & Green, 2004) during teacher preparation resulted in teachers' negative feelings toward inclusion. The current study was designed to explore GPE teachers' views of teaching students with disabilities in their GPE classes to gain understanding of teachers' teaching practices, learning, needs, and challenges. Specific research questions related to inclusion focused on teachers' (a) perceptions, (b) teaching practices, (c) learning, and (d) needs related to teaching inclusive GPE classes. Data consisted of individual interviews, teachers' artifacts, and researcher's journals. Seven elementary physical educators, whose teaching experiences ranged from 8 to 16 years, participated. Data were analyzed using content and constant comparison. Trustworthiness was established through triangulation of the data, peer review and debriefing, and member checking. Four themes emerged: (a) dedication to inclusion, (b) necessity of adaptation, (c) experimental practices, and (d) challenges to inclusion. These findings are discussed in light of a pedagogical framework (Feiman-Nemser, 2001) that provides insights about the ongoing professional development needs of teachers. These findings suggest \"coherent and connected learning opportunities\" (Feiman-Nemser, 2001, p. 1048) are needed across teachers' careers.
Journal Article
Who wants to be a physical education teacher? A case study of a non-traditional undergraduate student in a physical education teacher education program
Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one male non-traditional student. Artifacts, observation, and interview methods were employed to gain an understanding of why the participant wanted to become a physical educator and what were the beliefs of the participant about physical education teaching or teachers. Findings indicated the participant was attracted to physical education by his love for physical activity, sport, and the chance to work with youth. His socialization into physical education was influenced by situational and social factors, such as positive experiences with a teacher/coach, positive support of family and friends, and his strong beliefs/values for physical education/teaching. Key Words: Career Choice, Qualitative Research, Socialization, Case Study.
Journal Article
Perceptions of Assessment in Elementary Physical Education: A Case Study
The purpose of the study was twofold: (a) to examine a teacher's perceptions of attempting to implement assessments aligned with the NASPE standards and (b) to examine students' perceptions of assessment in physical education. Participants were 46 4th grade students and their physical education teacher. Data were collected through a Likert-scale attitude questionnaire, documents and interviews with 27 of the 46 students and their teacher. Questionnaire data were analyzed with descriptive statistics. Interview data were analyzed qualitatively. Results indicated that both teacher and students perceived that the teaching-learning process was enhanced through the process of using assessment aligned with the NASPE standards. Secondly, marginalization of physical education impacted both students' and teacher's perceptions of assessment. (Contains 2 tables and 1 figure.)
Journal Article
Training Injury Control Practitioners: The Indian Health Service Model
Many individuals practicing injury control have not received specific training for their work, in large part because of a scarcity of training opportunities. Consistent with its mission of \"raising the health status of American Indian and Alaska Native people to the highest possible level,\" the Indian Health Service (IHS) created an innovative training program for federal and tribal employees. The model emphasizes training that is practical and can be applied immediately to community interventions. Many features of the IHS training model have broad applicability to other settings. These features include the use of experiential instruction, preceptors, and community case studies to train individuals from diverse cultural and educational backgrounds; educational strategies for employed adults; and courses that promote community empowerment. The development of IHS training courses are guided by community input, epidemiological data, advances in knowledge, and program evaluations. Courses range from a half-day \"minicourse\" to a full-year fellowship program. The success of the training model is evident in programs instituted by IHS Injury Prevention Specialist Fellowship graduates, whose projects have ranged from drowning prevention in Alaska to fire safety in North Dakota. The IHS training model could be applied in a variety of other community-based settings, but it is most relevant to programs that train individuals from diverse backgrounds who are not full-time students and programs that make community needs an organizational priority.
Journal Article
