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Four Favorite Physical Education Instructional Strategies—Recommended by Teachers!

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This week’s “question-of-the-week” is:

What is the single most effective instructional strategy you have used when teaching physical education?

This post “wraps up” a longer series of questions and answers inviting educators from various disciplines to share their “single most effective instructional strategy.”

Five weeks ago, educators shared their recommendations when it came to teaching writing.

Four weeks ago, it was about teaching English-language learners.

Math was the focus three weeks ago.

Posts from two week’s ago were on science .

Last week’s post was on supporting students with learning differences .

Today’s contributors are Michael Gosset, Ed.D, Hunter Burnard , and Claudio Barbieri.

‘Movement Education’

Michael Gosset, Ed.D., is coordinator of physical education for Hostos Community College, CUNY. He has had published several articles and one book on Movement Education and Skill Themes:

If you define strategy as a plan or method, no single strategy can apply at both the kindergarten and 12 th grade levels, as they are so different. Other words to consider when describing how to teach at the various levels include approach and model.

Approaches/models I have used very successfully over decades, for the different levels, are Movement Education (which leads into the Skill Themes approach) for elementary school, and the Sport Education model for secondary school.

Movement Education, when taught using problem-solving methodology, allows children to be creative when “moving.” There is no single correct solution to a problem presented by the teacher such as how can you move on three parts of your body? The solutions are numerous. Movement Education is typically for kindergarten through 2 nd or 3 rd grade.

Once children know “how to move” successfully and understand movement concepts, the Skill Theme approach is a very appropriate approach to use with upper elementary. In the Skill Themes approach, various (sport) skills are repeated throughout the school year, enabling children to practice them more often. This is the opposite of the traditional approach called the Multi-Activity model where several sports are learned and played once yearly. Research has suggested that more students who are taught using the Skill Themes approach toward physical education enjoy it more than the Multi-Activity approach. This can lead to more children being active outside of school. More information on these approaches can be found in books.

The Sport Education model, for secondary students, has been used and researched for over 20 years. Its key for students is its “authenticity”—it makes learning sports fun for students because they not only participate but get to choose a role in its implementation, such as scorekeeper or statistician, just to name a couple. It is authentic because they learn the sport much more in depth than a traditional program of seasonally done sports.

For all levels, I have found teaching by indirect style to be the key to student learning and enjoyment. Another way of stating indirect style is, as previously mentioned, is problem solving. Presenting material in a way that encourages students to think for themselves is enriching and encourages “higher-order thinking skills,” or HOTS. It does indeed require more planning by the instructor, and experience in responding to student inquiries takes time. For example, if a student asks a question such as, “Can we…..,” the answer from the teacher can be, “Does that fit what I asked of you?” rather than “yes.” This is a change of paradigm and thinking for many instructors.

‘Differentiated Instruction’

Hunter Burnard grew up in Binghamton, N.Y. He played college lacrosse at Rutgers University before choosing to pursue a career in education. Hunter, who currently teaches at The Windward School in New York, and his wife are both teachers, and together they share a 1-year-old daughter, Shay:

As physical education teachers, our ultimate goal is to expose students to a variety of sports and game play in order for them to develop the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity.

Similar to classroom subjects, physical education classes are made up of students with a wide variety of backgrounds and ability levels. On top of this, I teach at a school for students with language-based learning disabilities. Because of this, I believe that the most effective instructional strategy that we employ is differentiated instruction among our students.

One way that we differentiate instruction in our class is through the teaching process, or how the material is presented and learned. For example, when introducing a new skill, I will verbally break down the requirements and strategies required to effectively execute the skill being taught. In addition, I will demonstrate the skill and often use our gymnasium projector to display a short video of what we are learning that day. We may use a video presentation early in the unit to teach a skill such as a wrist shot in hockey or something more conceptual such as route running in football.

In addition, we sometimes use video midway through a unit, prior to game play, to expose students to sports they are likely less familiar with such as European team handball or badminton. Regardless of the unit, by the time the student will need to use a skill in gameplay, they have heard it, seen it, and done it many times on their own or in a small group.

We not only differentiate instruction, but also we differentiate what we ask the students to produce in order to demonstrate understanding. This is critical to challenging students and keeping them engaged. If the goal of a soccer lesson is to introduce passing, I must differentiate my instruction for one student who has never played soccer and another who plays on a competitive travel soccer team. I may require the inexperienced student to simply practice completing 10 passes with a partner from a short distance while using the inside of their foot.

On the other hand, to challenge the more experienced soccer player and to keep them engaged, I would require that student to use their nondominant foot and to pass at a greater distance with accuracy. Ultimately, although we are assessing skill, we are most concerned with effort in our classroom. Therefore, although the students have different ability levels and are demonstrating different difficulty levels of the same skill, I am most concerned with their effort in completing the assignment.

Lastly, we provide opportunities throughout each class for students to raise their hand and volunteer information as another way to demonstrate understanding of the concept or skill being taught that day. This is particularly important for students who understand concepts and strategies required to be successful but struggle to physically complete a task as successfully as they may like because of limited skill or inexperience.

Differentiated instruction undoubtedly requires some additional work while executing a lesson, but I think it is essential to implementing an effective physical education curriculum. The great thing about physical education is that while exposing students to a wide variety of activities, we as educators can learn about students likes, dislikes, skills, and ability levels in a broad range of topics and activities. Differentiating instruction accordingly is the most effective way to maximize the physical education experience for all students.

‘Multisensory’

Claudio Barbieri has been a physical education teacher for nine years, with experience teaching grades 1-12. He currently teaches at The Windward School in New York. He received his bachelor’s degree in physical education from Manhattan College and a master’s degree in health education from Lehman College:

I have been a physical education teacher for nine years in N.Y.C. in both the public and private school settings. There are many strategies we use as educators, but the one I find most effective is a multisensory approach.

This strategy is helpful for all students. The most important thing for me is that students learn the fundamentals of the skill, have fun, and develop confidence throughout the lesson. The multisensory strategy allows students to experience success differently as well. For example, during our basketball unit, one student might feel they were successful if they were able to make one shot using proper form and technique during the unit. However, another student might feel they were successful if they were making their shots more consistently using proper form and technique. In both situations, each student would have the knowledge to go back to the fundamentals they were taught regardless of what kind of learner they are.

The multisensory strategy is a powerful way to teach students in a physical education setting because it covers the needs of all types of learners. This strategy is also a great way for students to develop confidence in volunteering to demonstrate or explain an activity or skill.

Since I use this strategy with all my units and lessons, we have a greater number of students willing to demonstrate or explain an activity or skill as the school year progresses. I would encourage teachers to try this strategy with their classes because everyone learns differently. Lastly, the multisensory strategy will encourage you to become a better educator because you will have to think of all the ways to present your lesson to the class while keeping in mind the variety of ways students learn and retain information.

Thanks to Michael, Hunter, and Claudio for their contributions!

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Physical education teachers are vital to learning as they contribute to the overall improvement of education across America. Physical education teachers help students stay mentally fit, raise the bar for making healthy choices throughout life, and build character — from elementary school into adulthood.

If you’re passionate about giving children, adolescents, or young adults the opportunity to develop skills, gain confidence, and learn about the importance of a healthy mind and body, a teaching job in the field of physical education may be an excellent fit.

At-a-glance: Physical education teachers

In addition to setting examples by staying fit, physical education teachers motivate students to embrace exercise regimens, set individual goals, and participate in team sports.

Physical education teacher job description

A physical education teacher engages students in physical activity during their school day. Physical athletic activity is a main focus of P.E. classes, as well as educating students in exercise regimens, the history and societal impact of sports, nutrition and weight control programs, and advancing their interest in individual and team sports.

Physical education teachers should be well grounded in classroom management and school procedures. In addition to helping students exercise, they may teach physiology, nutrition, or another related content area.

With a renewed focus on improving core curriculum standards for English language arts and math, physical education teachers are expected to incorporate reading, writing, and arithmetic into their courses. Activities might include:

• distributing reading materials on Greco-Roman wrestling and the first Olympic contests
• reading about the history of baseball
• calculating the dimensions of basketball courts
• assignments illustrating the meanings of numerous terms, such as “traveling” and “off-sides” or the difference between 2- vs. 1-point foul shots

Many physical education teachers continue their own love of sports by coaching after-school sports teams in the afternoons, evenings, and occasionally weekends within their district. Coaching opportunities vary by institution and level.

Typical Duties:

• Plan and grade lessons, as well as other P.E.-related assessments
• Communicate with parents or guardians
• Stay current with state and local standards for physical education curriculum, fitness, and nutrition expectations
• Prepare students for grade advancement through assessments
• Develop curriculum expectation tables based on state and local standards and physical education best practices from professional organizations like SHAPE America
• Work with students individually when necessary to assess fitness and health progress, improve performance levels, and achieve overall physical education success
• Prepare and give lectures and lead engaging group and one-on-one discussion sessions
• Work with colleagues and department heads to coordinate curriculum goals
• Grade students on participation, best effort, and knowledge of the curriculum

And, specific to post-secondary physical education teachers:

• Conduct research to advance knowledge in the field of physical education
• Write books and articles and publish research and analysis in academic journals
• Guide and supervise graduate students who are working on doctoral degrees

Who makes a good physical education teacher?

Physical education teachers should excel in motivating teenagers to exercise and engage in athletic activities by sharing their own excitement for sports and exercise programs, while establishing procedures that promote student cooperation.

A good physical education teacher is someone who is:

• Patient and authoritative
• Empathetic and regimented
• A natural leader who leads by example
• Comfortable speaking in front of large groups
• Able to explain complex procedures in simple terms
• Well-versed in school procedures and classroom management techniques
• Prepared to enthusiastically teach a wide range of aerobic activities and sports
• Able to teach diverse students with varied athletic interests and different physical abilities
• Dedicated to healthy lifestyles, with an understanding of physiology, nutrition, and metabolism

Physical education teachers in-depth

Physical education teachers at varying levels.

There are many constants within the profession of teaching physical education, regardless of the grade level. However, depending on the education level of the students, some duties, expertise, and skill level will vary.

Numerous factors come into play when determining what grade level to teach. These include:

• Educational level (postsecondary institutions typically require an advanced degree)
• Range and breadth of physical education subjects; the higher the grade level, the more advanced the curriculum
• Desire to teach advanced courses or coach team sports
• Age and maturity levels of students — from K-12 to college
• Salary considerations and availability of employment opportunities

Elementary school physical education teachers

Elementary P.E. teachers generally teach students grades K-5 (children aged 5-12). In addition to keeping children healthy and fit, the purpose of physical education in elementary schools is to give students a lifelong foundation for the benefits of daily exercise.

The Society of Health and Physical Education (SHAPE) offers standards for K-12 physical education, beginning with elementary schools. SHAPE emphasizes “foundational skills, knowledge, and values” as core principles for elementary schools in its “road to a lifetime of physical activity.”

Middle school physical education teachers

Middle school P.E. teachers generally teach students from grades 6-8 and are trained to understand the psychological, social, and intellectual development of children ages 11-14. Middle school physical education teachers are focused primarily on teaching exercise and healthy habits and leading individual and team sports — from soccer and flag football to gymnastics and volleyball.

Teaching students of this age combines elements of teaching both high school and elementary students. The time during middle school is when youth are most transformed. They enter as children and leave as teens. Having a strong understanding of adolescent psychology and being able to relate to this age group is important for all middle school teachers.

Procedures are extremely important to facilitate a smooth transition from elementary to middle school. As adolescence progresses within this age group, locker room management is a key function of physical education at the middle school level. This includes assigning gym clothes and equipment lockers and requiring daily showers.

High school physical education teachers

High school physical education teachers generally teach grades 9-12 (students aged 14-18). They are responsible for continuing student participation in organized activities that require team participation, exercise, and healthy habits.

Procedures are an important element in high school physical education to facilitate a smooth transition from middle to high school, where team sports become increasingly competitive.

Current physical education curriculum goals for high school students may include:

• Personal and social development
• Motor skills and movement patterns
• Physical activity and fitness
• Physical literacy development

Postsecondary physical education teachers

Postsecondary physical education instructors have opportunities to train future P.E. teachers through innovative techniques in athletics, physiology, aerobics, nutrition, and health. This gives postsecondary physical education teachers opportunities to advance their own knowledge of subjects they care deeply about while researching and writing books and publishing reports, magazine and online articles, and peer review papers.

Postsecondary physical education teachers work in junior colleges, state and private colleges, and universities. Their students are comprised of adults 18 and older interested in physical education and a variety of athletics, physiology, nutrition, and science-based health programs.

Postsecondary physical education teachers teach in lecture halls and medium-size classrooms, gymnasiums and outdoor sporting facilities, and even online. They specialize in teaching tomorrow’s physical education teachers, who earn credentials to teach elementary, intermediate-level, or high school students. College instructors frequently serve as role models for physical education majors, who may aspire to become teachers or enter a range of professions — from professional sports medicine specialists to private physical trainers.

Postsecondary teachers have more flexibility over the format of their instructional methods than their K-12 counterparts. They also have greater control over their schedules, with many postsecondary instructors teaching part time, as well as full time. Although they have fewer classroom management and procedural responsibilities than teachers of other grade levels, they devote significant time to preparing lectures and instructions for assignments and for grading tests.

With today’s computer technology, the advent of relatively affordable telecommunications and online college courses, postsecondary teachers have additional teaching options. Many online instructors work in adjunct teaching roles. To learn more about adjunct professors, see our adjunct professor post.

Education and certification requirements for physical education teachers

• Education: Bachelor’s, master’s, or doctorate degree
• Typical study time: 4-8 years

A bachelor’s degree — preferably in physical education, kinesiology or physiology, physical therapy, or nutrition and health — is a minimum education requirement for beginning physical education teachers at the middle- and high-school levels. Most states require the completion of a master’s degree within five years of obtaining certification for continued employment.

Postsecondary physical education teachers may find employment at community colleges with a master’s degree and relevant experience, whereas most four-year colleges and universities require a doctoral degree for employment.

Teachers come from various backgrounds of study. Most future teachers enroll in a teacher education program in college. These programs offer studies relating to classroom management and curriculum development, with a semester-long student teaching practicum. These students usually graduate with a bachelor’s degree in education and can begin teaching immediately.

Other teachers, after completing a more specialized program of study and sometimes even after spending years as a professional in a related field, turn to a career in education.

With a bachelor’s degree, education hopefuls find enrollment in education-based master’s and doctoral degree programs imperative in finding a career as a teacher.

For physical education teachers who are considering a master’s degree, grade level, relevant curriculum, and educational leadership are three primary considerations.

Certification and licensing

A state-issued teaching certificate or license is generally required to teach. Specific certification and licensing requirements vary from state to state. Teachers are often required to complete years of teaching and take professional development courses as a condition of certification. For both legal and safety reasons, many institutions also require teachers to hold cardiopulmonary resuscitation (CPR) certification.

Teaching license reciprocity by state : Visit our state-by-state teacher licensing and reciprocity page for regulations in your state.

A note on tenure : For teachers, a significant goal in the traditional academic career is to attain tenure. Tenure is often seen as a guarantee for a lifetime position. Unfortunately, though widely believed, that is not the case. Tenure mandates that due process will be followed before the dismissal of any teacher holding tenure.

Teachers enter education on probationary status and can be terminated without just cause and/or proper documentation before tenure is granted. The process for tenure can take three to four years. During this time, teachers are evaluated by administrators, mentors, and often peers on their job performance. This time allows administrators to make evaluative and supported decisions on the faculty teaching students in their schools.

Salary range and employment projections for physical education teachers

Elementary, middle, and high school teachers.

Salary ranges for elementary, middle, and high school teachers can vary depending on the state, school district, experience, and degree. According to Career Explorer, the median annual salary for physical education teachers is $39,293. The lowest 20% earn $33,513 and the highest 20% earn $62,289.

According to ZipRecruiter.com, average pay for physical education teachers by state varies from $34,965 to $49,479.

Here is a snapshot of average physical education teacher salaries for elementary, middle, and high schools:

• ZipRecruiter.com: $45,215
• Payscale.com: $43,829
• Indeed.com: $45,303
• Glassdoor.com: $45,852

The Bureau of Labor and Statistics states that the employment of elementary and secondary teachers is projected to grow 4% from 2018-2028. Employment growth for public school teachers may depend on state and local government budgets. Many teachers will also be needed to replace those who retire or leave the profession for other reasons.

Salary ranges for postsecondary physical education teachers can vary depending on the institution of employment, state, experience, and degree.

Although specific salaries for physical education teachers is sparse, according to the Bureau of Labor Statistics, the median annual salary for a postsecondary teacher at a community or junior college is $56,930.

Postsecondary teachers employed at a state four-year institution have a median salary of $81,120. Private four-year institutions have a median salary of $78,540.

Here is a snapshot of average postsecondary salaries:

• BLS: Health specialties teachers, postsecondary — $97,370
• Glassdoor.com: Assistant professor, physical education — $40,406
• Glassdoor.com: Associate professor, physical education — $45,852
• ZipRecruiter.com: Assistant professor — $64,010
• Payscale.com: Associate professor — $67,223

Employment of postsecondary teachers overall is projected to grow 11% from 2018 to 2028. Part-time positions will make up a considerable amount of these new jobs.

Advantages and disadvantages

• Sharing a love and dedication of fitness and sports
• Teaching the importance of physical education, nutrition, and health
• Inspiring students to become physically fit
• Working among colleagues with similar interests and career goals
• Working with future leaders and teachers who are interested in leading-edge physical therapy sports innovations
• Making a difference
• Job security
• Dealing with administrative processes and classroom procedures that are sometimes bureaucratic and frustrating
• Salary is relatively low compared to counterparts in other professions
• Long hours devoted to course preparation
• State and local standards
• Little adult contact throughout the day
• School funding

Professional development for physical education teachers

Continuing education is a great way to keep a career on track, expand knowledge, remain competitive, and increase one’s real value in the job market.

Professional associations for physical education instructors offer webinars, correspondence courses, one-day seminars, symposiums, and other continuing education platforms to help teachers advance their knowledge of physical education and health industry best practices. These are terrific opportunities to enhance one’s understanding of physical education concepts while meeting like-minded professionals.

Physical education teachers seeking professional development can also benefit from learning to leverage computers. For example, graphics software and 3D imaging programs enhance multimedia demonstrations and classroom presentations, which in turn captivate audiences and facilitate learning.

Professional associations for physical education teachers

• Society of Health and Physical Educators
• American Kinesiology Association
• National Association for Sport and Physical Education
• American Heart Association
• American College of Sports Medicine
• School Nutrition Association
• American Lung Association
• American Council on Exercise

Best of the Web

The internet is ideal for physical education teachers as a tool for research, lesson planning, and presentations. Here are some useful resources:

Favorite physical education teacher websites and blogs

• ThePhysicalEducator.com
• PYP PE with Andy
• PE Universe

Favorite physical education teacher Twitter and Instagram accounts to follow:

• The Physical Educator: @phys_educator   phys_educator
• SHAPE America: @SHAPE_America   shapeamerica
• National Association for Sport and Physical Education: @PlayEncyclopedi
• American Heart Association: @American_Heart   american_heart
• American College of Sports Medicine: @acsmnews   acsm1954
• School Nutrition Association: @SchoolLunch schoolnutritionassoc
• American Heart Association: @lungassociation   lungassociation
• American Council on Exercise: @acefitness   acefitness
• PE Geeks: @PEgeeks
• Mr.PhysEd: @Mr_PhysEd
• PE Central: @pecentral
• Jarrod Robinson, aka the PE Geek: @mrrobbo
• Pete Charrette: @capnpetespe
• Jodie Stewart: @jodiestewart134
• Physical Education Teacher: physicaleducationideas
• Physical Education World: physicaleducationworld
• Christina Polatajko: miss_physical_education
• Gina’s Gym: phyedg20
• High School PE Life: highschoolpelife

Ready to Research Degree Programs?

• Research Master Degree Programs
• Research EdD Degree Programs
• Research Bachelor Degree Programs
• Research Associate Degree Programs
• Research PhD Degree Programs
• Research Education Specialist Degree Programs
• Research ALL Degree and Certificate Programs

You may also like to read

• What are the Best Teacher Job Networks?
• Teacher Lesson Plans for Special Education Students
• Teacher Techniques: Scaffolding Elementary Education
• What to Consider When Looking at Special Education Teacher Jobs
• 4 Ideas for Creating an Elementary Physical Education Curriculum
• Community College Teacher: Job, Education, and Salary Information

Categorized as: Teaching Careers and Professional Development

Tagged as: Physical Education and Health

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• Pete Charrette

The Top 20 Physical Education Blogs: Essential Reads for Every PE Teacher

Physical education is more than just a subject; it's a vital part of a student's holistic development, intertwining physical health, mental well-being, and social skills. In recent years, the landscape of physical education has evolved, integrating technology, adopting new methodologies, and emphasizing a more inclusive approach to student fitness and wellness. This evolution has been significantly influenced by the wealth of information available online, particularly through blogs written by experienced educators and thought leaders in the field.

These physical education resources not only offer practical teaching strategies and resources but also provide a platform for discussing contemporary issues in PE, sharing experiences, and fostering a global community of educators. As PE continues to adapt to changing educational needs and expectations, these blogs serve as a beacon, guiding educators through the ever-evolving landscape of physical education.

Criteria for Selection

Selecting the top blogs for this list was an intricate process, involving extensive research and careful consideration of several factors. The primary criteria included:

Content Relevance : Blogs that specifically cater to the needs and challenges faced by physical education and health professionals, offering relevant content such as lesson plans, teaching strategies, and student engagement techniques.

Quality of Information : Only blogs providing accurate, well-researched, and up-to-date information were considered. This ensures that the content is not only engaging but also educationally sound.

Frequency of Updates : Regularly updated blogs were prioritized, as they offer a continuous stream of fresh ideas and reflect the latest trends and developments in the field of physical education.

Engagement and Community Interaction : Blogs that foster a sense of online community through interactive features like comments, forums, or social media engagement were highly valued. This interaction enhances the learning experience and provides a platform for PE teachers to share insights and experiences.

User Experience : Ease of navigation, readability, and the overall aesthetic of the blog site also played a crucial role in the selection process, ensuring that the content is not only valuable but also accessible and enjoyable to read.

This comprehensive approach ensures that the selected PE blogs are not only informative and useful but also inspiring and engaging, making them invaluable physical education resources for teachers worldwide.

Top 20 Physical Education Blogs for 2023/24

The following blogs were researched and selected based on their content richness, engagement value, and overall quality of material. To provide a comprehensive overview, I have composed a paragraph for each blog, including a link and highlighting what I consider its most valuable attributes. These blogs are a treasure trove of information, ranging from innovative teaching strategies to the latest trends in physical education.

The blogs listed below have been organized alphabetically, reflecting no particular preference or ranking. This organization is intended to facilitate easy navigation and equal recognition of each blog's unique contributions to the field of physical education."

Click the link to jump to any of the highlighted physical education website reviews:

1 - Cap'n Pete's Power PE Blog

2 - Down With PE

3 - Drowning in the Shallow

4 - Energetic Education

5 - Eutopia Physical Education Blog

6 - GOPHER PE Blog

7 - HPE Website Blog

8 - Just Adapt It

9 - Keeping Kids in Motion

10 - LAMPE (Learning About Meaningful Physical Education)

11 - PE4EVERYKID Blog

12 - The PE Geek Blog

13 - PE Office- Teaching PE Blog

14 - PEPRN Blogs

15 - The PE Specialist Blog

16 - PHEAmerica Blog

17 - The Physical Educator: PhysEd Blog

18 - SHAPE America Blog

19 - SPARK Blog

20 - slowchatPE

BONUS - slowchathealth

1 - Cap'n Pete's Power PE

The Power PE Blog, hosted at Cap'n Pete's Power PE , is a dynamic and resource-rich platform created by Pete Charrette. It offers an expansive array of tools, resources, and expert advice aimed at enhancing the practice of physical education teachers. This blog covers a broad spectrum of topics, including innovative PE activities, games, lesson planning, teaching strategies, assessment techniques, field day planning, and much more. Each blog post is not only informative but also comes with free, downloadable resources that can be quickly and easily integrated into PE classes. The blog’s diverse content ranges from practical classroom management strategies to the latest trends in physical education, catering to both new and experienced educators.

Best Attributes : The most notable aspect of this blog is its extensive library of resources, which are highly practical and adaptable to various teaching settings. The materials are designed to be student-friendly and align with educational standards, making them a perfect fit for any physical education program. Additionally, Pete Charrette's expertise as an experienced PE teacher adds a layer of authenticity and reliability to the content, ensuring that readers are getting field-tested strategies and advice.

2- Down With PE

The Down With PE blog, found at Down With PE , is a refreshing and innovative platform that reimagines physical education. the blog, written by Marcus Down; Educator and Consultant, focuses on breaking down traditional barriers and stereotypes associated with PE, promoting a more inclusive and diverse approach. The blog addresses a variety of topics, including new methods for engaging all students, integrating technology into physical education, and developing social-emotional learning through sports and activities. Its content is designed to inspire PE teachers to think outside the box and create a more engaging and inclusive environment for their students.

Best Attributes : Down With PE stands out for its commitment to reinventing physical education to be more inclusive and engaging. The blog is a beacon for creative and modern teaching strategies, offering fresh perspectives on integrating technology and social-emotional learning in PE. Its forward-thinking approach makes it an essential physical education resource for educators who want to stay at the forefront of PE teaching innovations.

3- Drowning in the Shallow Blog

The Drowning in the Shallow Blog thoughtfully written by @ImSporticus (Twitter handle), offers a reflective and thought-provoking approach to physical education. It delves into the complexities and deeper aspects of teaching PE, encouraging educators to think critically about their practice and the impact it has on their students. The blog is known for its introspective posts that challenge conventional wisdom and explore the philosophical underpinnings of physical education. It covers a range of topics from teaching methodologies to student engagement and wellbeing, all presented through personal narratives and experiences.

Best Attributes : What sets Drowning in the Shallow apart is its depth of analysis and the personal touch in its narratives. The blog excels in offering a platform for deeper contemplation about the role of physical education in personal and social development. Its introspective style not only informs but also inspires educators to consider the broader implications of their teaching, making it a unique resource for professional growth and reflection in the field of physical education.

Energetic Education, created by Dale Sidebottom and available at Energetic Education , is a dynamic blog that intertwines physical activity, holistic health, and educational technology. It provides a rich array of content focusing not only on student well-being but also on the holistic health of teachers and educators. The blog showcases creative physical activities, insights into technology in PE, and strategies to promote positive, active learning environments. Sidebottom's approach is comprehensive, emphasizing the role of physical education in the overall development of both students and educators.

Best Attributes : Energetic Education stands out for its holistic emphasis on health, led by Dale Sidebottom. The blog is notable for its innovative and practical ideas, aiming to improve the well-being of both students and educators. Additionally, it offers a clean, visually appealing, and easy-to-navigate website experience, making it an invaluable and user-friendly resource for anyone looking to incorporate comprehensive health practices into their physical education programs and personal wellness routines.

5- Edutopia Physical Education Blog

The Edutopia Physical Education Blog, located at Edutopia , was founded by the renowned executive director and filmmaker George Lucas in 1991 as part of a broader initiative to enhance all aspects of education. This blog takes a strategic approach to transforming pre-K-12 education, including physical education. It serves as a platform for a wide array of PE topics and trends, catering to the modern needs of students and educators. The blog’s content ranges from innovative teaching strategies to the latest research in physical education, all aimed at helping students acquire and effectively apply knowledge and skills in their academic and personal lives.

Best Attributes : Edutopia Physical Education Blog is recognized for its strategic and comprehensive approach to physical education, reflecting the vision of its founder, George Lucas. The blog stands out for its ease of navigation and the diversity of topics it covers, making it an invaluable resource for educators seeking contemporary insights and practical approaches in PE. Its commitment to transforming education resonates through its in-depth coverage of the latest trends and methodologies in physical education.

6- GOPHER PE Blog

The GOPHER PE Blog, presented by GOPHER Sport, a leader in physical education and fitness equipment for over 75 years, is a rich source of PE knowledge and insights. Accessible at GOPHER PE Blog , the blog features a variety of articles, including contributions from physical education expert Dr. Robert Pangrazi. It covers a wide spectrum of topics, from innovative teaching strategies and curriculum development to trends and best practices in physical education. The blog is designed to support and inspire PE teachers at all levels of education, providing valuable physical education resources for enhancing their teaching and student engagement.

Best Attributes : The GOPHER PE Blog is distinguished by its authoritative content, particularly the contributions from renowned PE expert Dr. Robert Pangrazi. The blog is backed by GOPHER Sport's extensive experience in the field, ensuring that the insights and resources provided are both practical and innovative. The website's user-friendly design further enhances its appeal, making it a go-to resource for PE teachers seeking expert advice and fresh ideas for their physical education programs.

7- HPE Website Blog

The HPE Website Blog, found at HPE Website Blog , is an initiative dedicated to making research in health and physical education more accessible and practical. It addresses the often daunting nature of academic research by breaking down complex jargon and statistics, making them understandable for teachers, administrators, and students. The blog offers a platform where pedagogical research in health and physical education is translated into actionable insights. It focuses on supporting educators and researchers in using research to inform best practices and enhance youth sport and fitness education.

Best Attributes : The most commendable aspect of the HPE Website Blog is its commitment to demystifying and disseminating research in a user-friendly manner. The site serves as a bridge between academic research and practical application, providing valuable resources for those invested in the pedagogy of health and physical education. Its focus on making research accessible to a wider audience, including teachers and doctoral students, makes it an invaluable tool for those seeking to base their educational practices on solid research.

8- Just Adapt It

Just Adapt It is a dedicated resource hub for adapted Physical Education (PE), focusing on inclusive and accessible physical activities for students with diverse abilities. The blog, a key feature of the website, offers a wealth of tools, ideas, and opportunities for collaboration. It aims to enhance teaching experiences and foster an inclusive learning environment. The regularly updated blog provides informative articles, practical tips, and inspiring stories from experts in adapted PE. It covers everything from inclusive lesson plans to individualized adaptation strategies, making it an essential resource for creating an engaging and inclusive PE curriculum.

Best Attributes : Just Adapt It excels in its commitment to inclusive physical education. The blog is a treasure trove of expert advice and practical strategies for adapting PE to meet the needs of every student. Its focus on inclusivity and accessibility makes it a vital resource for educators striving to ensure that every child, regardless of ability, has the opportunity to participate in and benefit from physical activities. The site's emphasis on collaboration and community-building among educators further enhances its value as a tool for sharing knowledge and experiences in the field of adapted physical education.

9- Keeping Kids in Motion

Keeping Kids in Motion , created by Justin Cahill, is a blog that champions the cause of active lifestyles for children in a device-driven world. Justin, a dedicated physical education teacher, husband, and father, shares his passion for keeping kids engaged in physical activities throughout the day. The blog focuses on the importance of movement for mental and physical health, offering a variety of resources such as lesson plans for PE teachers, brain breaks for classroom teachers, and monthly fitness challenges for families. It emphasizes the role of parents and teachers in promoting lifelong fitness and provides insights into the latest health and fitness trends affecting children and families.

Best Attributes : Keeping Kids in Motion stands out for its comprehensive approach to encouraging physical activity among children and families. The blog is a rich source of practical ideas, resources, and personal experiences shared by Justin Cahill. It's particularly notable for its creative lesson plans and brain break activities that cater to various learning styles, making it an invaluable resource for educators and parents alike. The inclusion of videos and detailed lesson plans enhances its utility, ensuring every day can be an active and engaging one for kids.

10- LAMPE (Learning About Meaningful Physical Education)

LAMPE, short for Learning About Meaningful Physical Education, is a profound research initiative that explores the nuances of physical education teaching and learning. Hosted on LAMPE's website , it's an extensive project funded by various esteemed bodies including the Social Science and Humanities Research Council of Canada and the Irish Research Council. The blog delves into the methods teacher educators can use to prepare future PE teachers and coaches, focusing on fostering meaningful engagement in physical activity. The website offers insights into the ongoing research and its global implications, making it a treasure trove of information for educators and researchers alike.

Best Attributes : LAMPE's unique strength lies in its deep research-based approach to physical education. It offers a rich blend of theoretical insights and practical strategies, providing educators with a robust framework to implement meaningful physical education. The project's global scope and its focus on longitudinal studies make it a significant contribution to the field, offering fresh perspectives and data-driven approaches to PE teaching and learning. The website not only serves as an information hub but also as a platform for professional development and global collaboration among educators.

11- PE4EVERYKID Blog

The PE4EVERYKID Blog, titled "This Week in P.E. with Mr. Graham," is a vibrant and informative blog created by Mike Graham, a distinguished physical education teacher and award recipient, including the SHAPE America Midwest District Elementary PE Teacher of the Year (2021) and Illinois Elementary PE Teacher of the Year (2019). Located at PE4EVERYKID , the blog offers a weekly glimpse into the activities and resources used in Mr. Graham's teaching at Williamsburg Elementary. It's designed to inform parents about their children's PE learning and serves as an inspiration for other PE teachers seeking new ideas for their programs.

Best Attributes : One of the key strengths of PE4EVERYKID is Mike Graham’s ability to showcase practical and engaging PE activities. His weekly updates provide a rich source of ideas and inspiration for PE teachers looking to enhance their curriculum. The blog not only serves as a valuable tool for parent engagement but also fosters a community of sharing and collaboration among PE educators. Mike's expertise and accolades add credibility and depth to the content, making it a go-to resource for innovative and effective PE teaching strategies.

12- The PE Geek Blog

The PE Geek Blog, authored by Jarrod Robinson, is a cutting-edge platform focusing on the intersection of physical education and technology. Jarrod, a Physical Education teacher from Victoria, Australia, brings a unique perspective with his enthusiasm for emerging technologies in teaching and learning. Available at The PE Geek , this blog serves as a crucial resource for PE teachers eager to integrate the latest tech trends into their educational practices. It covers a broad range of topics, from innovative app reviews to practical tech-based teaching strategies, making it an invaluable asset for modern PE educators.

Best Attributes : The PE Geek Blog excels in its focus on technology-enhanced physical education. Jarrod Robinson’s expertise in emerging tech tools and their application in PE provides educators with insights into the latest trends and best practices in the field. The blog is a treasure trove of information for PE teachers looking to embrace technology in their teaching, offering a wealth of ideas, tips, and resources to make physical education more engaging and effective to teach in the digital age.

13- The PE Blog from PE Office

Produced by PE Office Ltd, The PE Blog is a comprehensive resource for educators in the realm of physical education. Available at The PE Blog , it offers a wide array of content, including physical education blogs on teaching PE, fitness and health, lesson plans, individual sports, team sports, and coaching skills. The platform serves as a valuable resource bank for educators, providing a diverse range of materials to aid in the delivery and teaching of Physical Education. The website is designed for easy navigation, allowing teachers quick access to a plethora of information and resources tailored to various aspects of PE teaching.

Best Attributes : The PE Blog stands out for its extensive and diverse coverage of physical education topics. The ease of navigation coupled with the breadth of information available makes it an invaluable resource for PE teachers. Whether it's detailed lesson plans, fitness tips, game sense, or sports coaching strategies, the blog offers a wealth of practical and insightful content that caters to the needs of educators seeking to enhance their teaching methods and student engagement in physical education.

14- PEPRN Blogs

The PEPRN (Physical Education Practitioner Research Network) Blogs, found at PEPRN , is an international hub created by Dr. Ash Casey, a renowned Reader in Physical Education and Pedagogy at Loughborough University. This platform is designed to unite physical education teachers, coaches, activity leaders, and academic professionals from around the globe. Its primary goal is to facilitate discussions about practical teaching methods, young people's experiences in physical activities, and the latest research in the field. Dr. Casey's expertise in models-based practice, pedagogical models, practitioner research, and new technologies in physical education heavily influences the content and discussions on the site.

Best Attributes : PEPRN Blogs excel in fostering a global dialogue among PE professionals, offering diverse perspectives and insights. Dr. Ash Casey's leadership ensures that the platform stays at the forefront of pedagogical innovation and research. The focus on practitioner research and models-based practice, combined with the exploration of new technologies in PE, makes it a unique and valuable resource for educators and researchers seeking to deepen their understanding and improve their practice in physical education.

15- The PE Specialist Blog

Created by Ben Landers, also known as @thepespecialist, The PE Specialist Blog is a comprehensive resource for physical educators. Hosted at The PE Specialist , this blog offers a wide range of resources for PE teachers, including classroom management strategies, lesson ideas, teaching tips, technology resources, games, activities, and virtual teaching advice. Launched in 2014, The PE Specialist is not just a blog but a vibrant community aimed at enhancing physical education in schools and communities globally. It provides a platform for PE teachers to find inspiration, resources, and support, regardless of their experience level. Ben's blog and podcast cover a multitude of topics, offering practical information for both new and established physical educators.

Best Attributes: The PE Specialist Blog shines as an ultimate tool for physical education teachers. Its strength lies in the diversity of content, addressing everything from classroom management to the latest trends in PE. The website's commitment to inspiring teachers and providing a supportive community makes it a standout resource. Whether for a new teacher or a veteran educator, The PE Specialist offers invaluable strategies and resources to elevate teaching skills and ignite teaching passion, making it an essential platform for anyone in the field of physical education.

16- PHEAmerica Blog

PHEAmerica Blog, accessible at PHEAmerica , is an online publication by a non-profit organization dedicated to promoting active and healthy lifestyles. The blog features a variety of sections tailored to different educational levels and interests, including Elementary School, Middle and High School, Adapted PE, technology, and current issues in the field. It also offers "Quick Reads" for those seeking brief, informative articles. The blog serves as a comprehensive resource for educators and advocates, providing insights, strategies, and updates on promoting physical and health education in various settings.

Best Attributes : PHEAmerica Blog stands out for its wide-ranging focus and commitment to all aspects of physical and health education. The segmented approach of the blog allows readers to easily find content relevant to their specific needs, whether they are looking for information on adapted PE, technology integration in education, or current trends and issues. The inclusion of Quick Reads is a thoughtful addition, catering to busy educators who need quick yet substantial insights into the world of physical and health education.

17- The Physical Educator #PhysEd Blog

The Physical Educator: PhysEd Blog , created by Joey Feith, is a dedicated platform for enhancing the quality and impact of physical education. Located at The Physical Educator , Joey, a physical educator based in Kentville, Nova Scotia, and the founder of ThePhysicalEducator.com , has been working since 2010 to support PE teachers in adopting best teaching practices. The blog is a testament to his belief that intentional physical education can transform lives. It focuses on providing PE educators with resources, strategies, and insights to ensure that every child has access to effective and meaningful physical education.

Best Attributes : The strength of The Physical Educator: #PhysEd Blog lies in Joey Feith’s commitment to elevating the field of physical education with continuing professional development strategies on his site. His dedication to sharing best practices and innovative teaching strategies has made the PE blog an invaluable resource for PE teachers worldwide. The blog is a hub of inspiration and support, reflecting Joey’s vision of bringing physical education to an equal footing with other academic subjects. His optimistic and forward-thinking approach makes the blog a beacon of hope and progress in the world of physical education.

18- SHAPE America Blog

The SHAPE America Blog, accessible at SHAPE America , is an influential platform operated by SHAPE America – Society of Health and Physical Educators, the leading national organization representing over 200,000 health and physical education professionals. For more than 135 years, SHAPE America has been instrumental in defining excellence in physical education, with its National Standards for K-12 Physical Education serving as a benchmark for high-quality programs. The blog advances the organization's mission to promote professional practice and research in health and physical education, physical activity, dance, and sport. It is a vital resource for insights, ideas, research, and resources, contributed directly by the health and physical education (HPE) community.

Best Attributes : The SHAPE America Blog stands out as a comprehensive resource from the foremost advocate in physical education and health in the United States. It offers a broad spectrum of perspectives and expertise from members of the HPE community, including guest authors. The blog is not only a repository of knowledge but also a platform for professional development and advocacy in the field. Its ease of navigation and the wide range of topics covered make it an essential tool for educators and professionals seeking to stay informed about the latest trends, research, and best practices in health and physical education.

19- SPARK Blog

The SPARK Blog, found at SPARK , is a key component of one of the world's most evidence-based physical education and physical activity programs. The blog offers a rich array of articles categorized under Advocacy, Physical Education, Exercise & Fitness, and Health & Wellness. SPARK's primary objectives are the development of healthy lifestyles, motor skills, movement knowledge, and social & personal skills. The blog reflects these goals, providing educators, students, and health enthusiasts with well-researched and practical information that fosters a comprehensive understanding of physical education and its impact on overall well-being.

Best Attributes : The SPARK Blog excels in its evidence-based approach to physical education. It serves as a trusted resource for cutting-edge information and practices in the field. The blog's diverse range of categories ensures that it caters to various aspects of physical education and health, making it an invaluable tool for anyone seeking to enhance their understanding and application of effective physical education strategies. The focus on holistic development, including social and personal skills, sets the SPARK Blog apart as a leader in promoting comprehensive health and wellness education.

20- Slow Chat PE

Slow Chat PE is an innovative and interactive blog created by Justin Schleider, a dedicated physical education teacher from Central New Jersey. The physical education blog revolves around the unique concept of "a question a day" aimed at teachers, with a special focus on Physical Education and Health. Justin, the driving force behind slowchatpe and slowchatpe.com , is also the co-creator of several other notable PE platforms, including voxerpe.com and nlpc.us. He serves as the technology director for NJ AHPERD and is actively involved in providing professional development across the nation and keynoting at various conferences.

Best Attributes : Slow Chat PE stands out for its unique approach to professional development and community building among physical education teachers. Justin Schleider’s innovative use of technology to connect educators and facilitate discussions on relevant PE and health topics makes the blog an invaluable resource. The interactive format encourages active participation and continuous learning, making it an excellent platform for educators seeking to expand their professional network and engage in meaningful conversations about their field.

BONUS Review- slowchathealth Blog

The slowchathealth blog, a global platform for health education teachers, is curated by Andy Milne, who delivered a TEDx talk in 2019 titled "This is Not Your Parents' Health Class". Accessible at #slowchathealth , the blog primarily focuses on health education, with recent expansions into physical education, particularly in the area of "Meaningful Physical Education". The blog's main objective is to foster online discussions, resource sharing, and inspiration for health educators working with students of all ages. It serves as a space to amplify the voices of health teachers, encouraging contributions from guest bloggers. Additionally, the blog is a hub for the latest news on the sendateacher initiative, which supports sending teachers to the SHAPE America national conference.

Best Attributes : The #slowchathealth Blog is renowned for its commitment to enhancing health education. It acts as a catalyst for ongoing conversations among health teachers, leveraging platforms like Twitter and Voxer. The blog’s collaborative and inclusive approach, combined with its focus on current trends and best practices, makes it an essential resource for health educators. The initiative to support professional development through the sendateacher campaign further exemplifies the blog's role in advocating for and advancing the field of health education.

Final Thoughts

As a physical education teacher, staying informed and inspired is key to fostering a dynamic and effective learning environment for your students. The physical education blogs I've highlighted provide a wealth of knowledge, ideas, and practical strategies that can significantly enhance your teaching practice. From innovative approaches to physical education, incorporation of technology, to promoting health and wellness, these blogs cover a broad spectrum of topics essential for today's educators. While each blog has its unique strengths and focus areas, together they form a comprehensive resource that can support and inspire your journey in physical education.

Dive into this rich world of PE blogs and discover new ways to engage your students, refine your teaching methods, and stay ahead in the ever-evolving field of physical education. And remember, the learning doesn't stop here – if you have other favorite PE blogs or resources, feel free to share them in the comments. By doing so, you contribute to the growing community of physical education and health professionals dedicated to mutual growth and the betterment of physical education for all students.

FREE GUIDE- Top 20 PE Blogs FOR 2023/24

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Lesson Plan Sections

• Environmental (1)
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P.E. Lessons

Physical education prepares children for an active and healthy life while improving self discipline and reducing stress. This section includes PE lessons from kindergarten through high school spanning different skill levels and objectives. Lessons are categorized by grade for easy retrieval. These lessons were created by real teachers working in schools across the United States. The section will continue to grow as more teachers like you share your lesson plans. We encourage you! Share your lessons plans Teacher.org, contact us .

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P.e. environmental lesson plans, food chain tag.

Students will learn a brief background about energy transfer between the sun, producers, primary consumers, and secondary consumers. ½ of the students are primary consumers (plants) and ¼ of the students are primary consumers (rabbits) and ¼ of the students are secondary consumers (hawks).

P.E. P.E. Lesson Plans

Aces and exercise.

Using a deck of playing cards, the students will pick the number of reps for various exercises.  

And Freeze!

Students will practice listening skills and basic physical concepts as required in physical education class. Students will also work on balance and coordination.

Animal Laps

Combining information about the speed of animals, the students will run laps in the gym or outdoors.

Basketball Relay

Students will practice teamwork, dribbling, and shooting a basketball.

Bear Hunt Obstacle Course

This plan will combine reading with balance and coordination skills to allow students to navigate a simple obstacle course.

Boom Over Movement Game

Students will play a game in which they need to change direction quickly. Students are to pretend that they are on a sailboat that is in the middle of a storm. They will have to run and change direction based on verbal commands and duck quickly to avoid being hit by the imaginary boom.

Butterfly Stretches

This lesson is designed to help students learn the importance and reasons for exercise through multiple activities and discussions.

Coordination Course

This plan will allow students to practice coordination while staying physical.

Multi-Ball Basketball

The student will participate in a game of basketball using various sizes of available balls.

Music Movement

The students will move to the music based on its beat, words, tune, and other variables.

On Top of Spaghetti

Pe immigration.

The students will research games and activities from other countries to share during a PE class.

Pass It Off

This lesson will allow students to practice passing, dribbling, and bouncing skills using basketballs

Plate Aerobics

Students will practice basic aerobics moves while trying to stay positioned on paper plates, this aids in coordination.

Race to the Answer

This lesson will allow students to practice teamwork, basic math skills, and get exercise through a relay race. Note: Problems/difficulty level can be altered by grade

Ride ‘Em Cowboy/girl

This lesson will allow students to practice gross motor skills.  

Students will practice listening skills and basic physical concepts as required in physical education class.

Ski to the Finish Line

This plan will allow students to practice coordination while staying physical. Students will demonstrate moving straight, backwards, and in a zig-zag pattern.

The New PE Class

The students will create a PE activity to share and demonstrate to peers.

This lesson will allow students to practice teamwork and trust building, as well as working on directionality for younger students.

What Time is it FOX?

The students play a game where they practice different movements including jumping, galloping, skipping, running, jogging, leaping, and walking. Based on National Physical Education Standards, students should have been learning these skills for the last 4 years.

P.E. Science Lesson Plans

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Are you currently teaching but have the desire to pursue a Master’s Degree in Education? Follow your passion for teaching but at the same time give yourself the tools to further your career and learning. Whether it’s higher salaries, advanced career opportunities, or leadership positions, earning your Master’s Degree in Education is one worth pursuing. Make it your time!

How to become a physical education teacher

Is becoming a physical education teacher right for me.

The first step to choosing a career is to make sure you are actually willing to commit to pursuing the career. You don’t want to waste your time doing something you don’t want to do. If you’re new here, you should read about:

Still unsure if becoming a physical education teacher is the right career path? Take the free CareerExplorer career test to find out if this career is right for you. Perhaps you are well-suited to become a physical education teacher or another similar career!

Described by our users as being “shockingly accurate”, you might discover careers you haven’t thought of before.

How to become a Physical Education Teacher

To become a physical education teacher, you typically need to complete a few key steps:

• Earn a Bachelor's Degree: The minimum requirement for a physical education teacher is a Bachelor's Degree in Kinesiology , Exercise Physiology , Health Science , or a related field. Studies include courses in anatomy, physiology, motor development, teaching methods, and more.
• Obtain Teacher Certification: To teach in a public school, you'll need to be certified by your state's Board of Education. Requirements vary by state, but typically you'll need to pass a background check, complete a teacher preparation program, and pass a series of exams, including a subject-specific exam in physical education.
• Gain Teaching Experience: Before applying for a full-time teaching position, it's a good idea to gain experience working with children or teens in some capacity. This could be through volunteering, coaching youth sports teams, or working as a substitute teacher.
• Apply for Jobs: Once you have your degree, certification, and experience, you can start applying for physical education teaching jobs. Look for job postings on school district websites, education job boards, and professional networking sites.

Certifications In addition to a degree, there are several certifications that can be beneficial for physical education teachers. These certifications help to improve their knowledge, skills, and abilities in various aspects of physical education, including coaching, teaching, and fitness training. Some common certifications for physical education teachers include:

• National Board Certification in Physical Education: This certification is offered by the National Board for Professional Teaching Standards and is designed to recognize excellence in teaching. The certification is valid for 10 years and requires ongoing professional development.
• American Council on Exercise (ACE) Certified Personal Trainer: This certification is designed for those who want to work as personal trainers or fitness instructors. It covers topics such as exercise science, program design, and nutrition.
• National Strength and Conditioning Association (NSCA) Certified Strength and Conditioning Specialist (CSCS): This certification is for those who want to specialize in strength and conditioning training. It covers topics such as anatomy, exercise physiology, and program design.
• National Federation of Professional Trainers (NFPT) Certified Personal Trainer: This certification is designed for personal trainers and fitness instructors. It covers topics such as exercise science, program design, and nutrition.
• Yoga Alliance Certified Yoga Teacher: This certification is for those who want to teach yoga. It covers topics such as yoga philosophy, anatomy, and teaching methodology.
• International Sports Sciences Association (ISSA) Certified Fitness Trainer: This certification is for those who want to work as personal trainers or fitness instructors. It covers topics such as exercise science, program design, and nutrition.

Online Resources The following are just a few examples of the many online resources available for physical education teachers. It's important to research and explore different options to find the ones that work best for you and your students.

• SHAPE America: SHAPE America is a non-profit organization that promotes physical education and physical activity in schools. Their website offers a wide range of resources for physical education teachers, including lesson plans, assessments, professional development opportunities, and advocacy tools.
• OPEN PhysEd: OPEN PhysEd is a free online platform that provides K-12 teachers with ready-to-use physical education lesson plans, assessment tools, and professional development resources. It offers a comprehensive curriculum that aligns with national standards and includes fitness activities, skill development, and game play.
• SPARK: SPARK is a research-based organization that provides physical education programs, curriculum, and professional development resources for K-12 teachers. Their website offers a range of free resources, including lesson plans, activity ideas, and assessment tools.
• PE Central: PE Central is a website that offers a wealth of resources for physical education teachers, including lesson plans, assessment tools, and professional development opportunities. It also features a community forum where teachers can share ideas and connect with other professionals in the field.
• Gopher Sport: Gopher Sport is a supplier of physical education equipment and resources. Their website offers a wide range of physical education equipment and supplies, as well as free resources for teachers, such as lesson plans and activity ideas.
• The Physical Educator: The Physical Educator is a website run by a physical education teacher that offers a range of resources for other teachers. It includes lesson plans, assessment tools, and professional development resources, as well as a blog with ideas and insights into teaching physical education.

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Nicki Newman Case, PEC Facebook Post " I wanted to thank PE Central for sending me an email that said I won $50 for a published kid quote. I am going to let the kid who wrote the Valentine help me pick out what he wants from the S&S catalog to use in our gym. I am also going to buy him the "I got Published" t-shirt. THANK YOU! I presented the winner of the Kids Quote of the Week with his T-shirt this morning at assembly! He LOVED it! "

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7 Core Teaching Strategies for Physical Education [2024] 🏋️‍♀️

• March 20, 2024
• Physical Education Strategies

Quick Answer: Looking for effective teaching strategies for physical education? We’ve got you covered! In this article, we’ll explore 7 core teaching strategies that will help you engage and motivate your students in the gymnasium. From cooperative learning to technology integration, these strategies will enhance the learning experience and promote physical fitness. So, let’s dive in and discover the secrets to successful physical education instruction!

Quick Tips and Facts:

• Physical education is an essential part of a well-rounded education, promoting physical fitness, motor skills development, and social interaction.
• Effective teaching strategies in physical education include cooperative learning, differentiated instruction, game-based learning, technology integration, assessment for learning, fitness education, and student-centered instruction.

These strategies can be adapted to different grade levels and physical education settings to meet the needs of all students.

• Incorporating these strategies into your physical education lessons will enhance student engagement, motivation, and learning outcomes.

Table of Contents

Background: the importance of effective teaching strategies in physical education, strategy 1: cooperative learning, strategy 2: differentiated instruction, strategy 3: game-based learning, strategy 4: technology integration, strategy 5: assessment for learning, strategy 6: fitness education, strategy 7: student-centered instruction, recommended links, reference links.

Physical education plays a crucial role in promoting physical fitness, developing motor skills, and fostering social interaction among students. To ensure that students reap the full benefits of physical education, it is essential to employ effective teaching strategies that engage and motivate them. These strategies not only enhance the learning experience but also promote lifelong physical activity habits.

In this article, we will explore 7 core teaching strategies for physical education that have been proven to be effective in engaging students and promoting their physical and cognitive development. These strategies can be adapted to different grade levels and physical education settings, making them versatile tools for physical education teachers.

✅ Cooperative learning is a teaching strategy that involves students working together in small groups to achieve a common goal. In physical education, cooperative learning can be used to enhance teamwork, communication, and problem-solving skills while engaging students in physical activities.

Rating: 9/10

Cooperative learning activities can include team sports, group challenges, and problem-solving tasks. By working together, students learn to communicate effectively, respect each other’s ideas, and collaborate to achieve success. This strategy also promotes inclusivity and allows students of different abilities to contribute to the group’s success.

To implement cooperative learning in your physical education classes, consider the following tips:

• Divide students into diverse groups to encourage collaboration and cooperation.
• Assign roles within each group to ensure equal participation and shared responsibility.
• Provide clear instructions and guidelines for the activity to promote understanding and teamwork.
• Encourage students to reflect on their group’s performance and discuss ways to improve.

By incorporating cooperative learning into your physical education lessons, you can create a supportive and inclusive learning environment that fosters teamwork and enhances students’ physical and social skills.

✅ Differentiated instruction is a teaching approach that recognizes and accommodates the diverse learning needs and abilities of students. In physical education, differentiated instruction allows teachers to tailor their lessons to meet the individual needs of each student, ensuring that all students can actively participate and succeed.

Rating: 8/10

Differentiated instruction in physical education can involve modifying activities, providing alternative equipment, or adjusting the level of challenge to accommodate students with different abilities. By doing so, teachers can ensure that all students are actively engaged and challenged at an appropriate level.

To implement differentiated instruction in your physical education classes, consider the following tips:

• Assess students’ abilities and learning styles to identify their individual needs.
• Provide alternative activity options or equipment to accommodate different skill levels.
• Offer additional support or modifications for students with special needs or physical limitations.
• Encourage students to set personal goals and track their progress.

By embracing differentiated instruction, you can create an inclusive learning environment where all students feel valued and supported in their physical education journey.

✅ Game-based learning is a teaching strategy that uses games and game-like activities to engage students in the learning process. In physical education, game-based learning can be a powerful tool for teaching and reinforcing skills, rules, and strategies while making the learning experience enjoyable and interactive.

Game-based learning in physical education can involve traditional sports games, modified games, or specially designed games that focus on specific skills or concepts. By incorporating games into your lessons, you can create a dynamic and engaging learning environment that motivates students to actively participate and learn.

To implement game-based learning in your physical education classes, consider the following tips:

• Choose games that align with your learning objectives and target specific skills or concepts.
• Modify games to accommodate different skill levels or to focus on specific learning outcomes.
• Provide clear instructions and rules for the game to ensure understanding and fair play.
• Encourage students to reflect on their performance and discuss strategies for improvement.

By integrating game-based learning into your physical education curriculum, you can create a fun and interactive learning experience that enhances students’ physical skills, strategic thinking, and teamwork.

✅ Technology integration is a teaching strategy that incorporates technology tools and resources into the learning process. In physical education, technology can be used to enhance instruction, provide feedback, track progress, and promote physical activity outside of the classroom.

Rating: 7/10

Technology integration in physical education can involve using fitness trackers, mobile apps, video analysis software, or interactive online resources. These tools can provide real-time feedback, track students’ progress, and offer personalized learning experiences.

To integrate technology into your physical education classes, consider the following tips:

• Select technology tools that align with your learning objectives and enhance the learning experience.
• Provide clear instructions and guidance on how to use the technology tools effectively.
• Use technology to provide feedback and track students’ progress over time.
• Encourage students to explore technology resources outside of the classroom to promote physical activity and healthy habits.

By embracing technology in your physical education instruction, you can leverage its power to engage students, provide personalized feedback, and promote lifelong physical fitness.

✅ Assessment for learning is a teaching strategy that involves ongoing assessment and feedback to inform instruction and promote student learning. In physical education, assessment for learning can be used to monitor students’ progress, provide feedback on their performance, and guide instructional decisions.

Assessment for learning in physical education can involve formative assessments, self-assessments, peer assessments, or teacher observations. By regularly assessing students’ performance and providing timely feedback, teachers can identify areas for improvement, celebrate successes, and guide students’ learning journey.

To implement assessment for learning in your physical education classes, consider the following tips:

• Use a variety of assessment methods, such as skill-based assessments, written reflections, or performance tasks.
• Provide clear criteria and rubrics for assessments to ensure consistency and fairness.
• Offer constructive feedback that highlights strengths and suggests areas for improvement.
• Encourage students to reflect on their performance and set goals for growth.

By incorporating assessment for learning into your physical education instruction, you can empower students to take ownership of their learning, track their progress, and continuously strive for improvement.

✅ Fitness education is a teaching strategy that focuses on developing students’ knowledge and understanding of fitness concepts, principles, and practices. In physical education, fitness education can empower students to make informed decisions about their health and well-being, leading to lifelong physical fitness.

Fitness education in physical education can involve teaching students about the components of fitness, the benefits of physical activity, and strategies for maintaining a healthy lifestyle. By providing students with the knowledge and skills to make informed choices, teachers can promote lifelong physical fitness and well-being.

To incorporate fitness education into your physical education classes, consider the following tips:

• Teach students about the components of fitness, such as cardiovascular endurance, muscular strength, and flexibility.
• Discuss the benefits of physical activity and the importance of regular exercise for overall health.
• Provide opportunities for students to set fitness goals and track their progress over time.
• Integrate fitness activities and challenges into your lessons to promote active participation.

By integrating fitness education into your physical education curriculum, you can empower students to take control of their health and well-being, fostering a lifelong commitment to physical fitness.

✅ Student-centered instruction is a teaching strategy that places the student at the center of the learning process, allowing them to take an active role in their education. In physical education, student-centered instruction can promote autonomy, decision-making skills, and a sense of ownership over one’s physical fitness journey.

Student-centered instruction in physical education can involve allowing students to choose their activities, set their goals, and make decisions about their learning. By giving students autonomy and ownership over their physical education experience, teachers can foster intrinsic motivation and a lifelong love for physical activity.

To implement student-centered instruction in your physical education classes, consider the following tips:

• Provide choices and options for students to select activities that align with their interests and goals.
• Encourage students to set personal fitness goals and track their progress.
• Foster a supportive and inclusive learning environment where students feel comfortable taking risks and exploring new activities.
• Facilitate discussions and reflections that allow students to share their experiences and insights.

By embracing student-centered instruction, you can empower students to take an active role in their physical education, promoting autonomy, motivation, and a lifelong commitment to physical fitness.

What are the teaching strategies used in physical education?

In physical education, various teaching strategies can be used to engage and motivate students while promoting their physical and cognitive development. Some of the core teaching strategies used in physical education include:

• Cooperative learning
• Differentiated instruction
• Game-based learning
• Technology integration
• Assessment for learning
• Fitness education
• Student-centered instruction

Read more about “Teaching Strategies Early Childhood: 10 Engaging Strategies for Success …”

What are the strategies of PE?

The strategies of physical education (PE) encompass a range of teaching approaches and methods that promote physical fitness, motor skills development, and social interaction among students. Some of the key strategies of PE include:

By employing these strategies, physical education teachers can create engaging and effective learning experiences for their students.

Which is the main teaching method of physical education?

While there is no single main teaching method in physical education, student-centered instruction is often considered a cornerstone of effective physical education instruction. Student-centered instruction places the student at the center of the learning process, allowing them to take an active role in their education. By giving students autonomy, choice, and ownership over their physical education experience, teachers can foster intrinsic motivation, engagement, and a lifelong love for physical activity.

What are the Big 8 teaching strategies?

The Big 8 teaching strategies refer to a set of instructional strategies that have been identified as effective in promoting student learning and engagement across various subject areas. While the Big 8 teaching strategies are not specific to physical education, they can be adapted and applied in the context of physical education instruction. The Big 8 teaching strategies include:

• Direct instruction

By incorporating these strategies into their physical education lessons, teachers can create engaging and effective learning experiences for their students.

Read more about “5 Popular ESL Teaching Methods Every Teacher Should Know …”

In conclusion, effective teaching strategies are essential for promoting student engagement, motivation, and learning outcomes in physical education. By incorporating cooperative learning, differentiated instruction, game-based learning, technology integration, assessment for learning, fitness education, and student-centered instruction into your physical education lessons, you can create a dynamic and inclusive learning environment that fosters physical fitness, motor skills development, and social interaction among students.

Remember, every student is unique, and it is important to adapt these strategies to meet the individual needs and abilities of your students. By embracing these core teaching strategies, you can empower your students to take an active role in their physical education journey, promoting lifelong physical fitness and well-being.

So, what are you waiting for? Start implementing these strategies in your physical education classes and watch your students thrive both physically and academically!

• Instructional Coaching
• Lesson Planning
• Classroom Management
• Differentiated Instruction
• Student Engagement
• What is My Teaching Style? 2024 ✅
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• Physical Education Teaching Strategies
• Teaching Strategies in Physical Education
• Cooperative Learning in Physical Education
• Differentiated Instruction in Physical Education
• Game-Based Learning in Physical Education
• Technology Integration in Physical Education
• Assessment for Learning in Physical Education
• Fitness Education in Physical Education
• Student-Centered Instruction in Physical Education

Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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Physical Education

Physical education is the foundation of a Comprehensive School Physical Activity Program. 1, 2 It is an academic subject characterized by a planned, sequential K–12 curriculum (course of study) that is based on the national standards for physical education. 2–4 Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for physical activity and physical fitness. 2–4 Supporting schools to establish physical education daily can provide students with the ability and confidence to be physically active for a lifetime. 2–4

There are many benefits of physical education in schools. When students get physical education, they can 5-7 :

• Increase their level of physical activity.
• Improve their grades and standardized test scores.
• Stay on-task in the classroom.

Increased time spent in physical education does not negatively affect students’ academic achievement.

Strengthen Physical Education in Schools [PDF – 437 KB] —This data brief defines physical education, provides a snapshot of current physical education practices in the United States, and highlights ways to improve physical education through national guidance and practical strategies and resources. This was developed by Springboard to Active Schools in collaboration with CDC.

Secular Changes in Physical Education Attendance Among U.S. High School Students, YRBS 1991–2013

The Secular Changes in Physical Education Attendance Among U.S. High School Students report [PDF – 3 MB] explains the secular changes (long-term trends) in physical education attendance among US high school students over the past two decades. Between 1991 and 2013, US high school students’ participation in school-based physical education classes remained stable, but at a level much lower than the national recommendation of daily physical education. In order to maximize the benefits of physical education, the adoption of policies and programs aimed at increasing participation in physical education among all US students should be prioritized. Download the report for detailed, nationwide findings.

Physical Education Analysis Tool (PECAT)

The  Physical Education Curriculum Analysis Tool (PECAT) [PDF – 6 MB] is a self-assessment and planning guide developed by CDC. It is designed to help school districts and schools conduct clear, complete, and consistent analyses of physical education curricula, based upon national physical education standards.

Visit our PECAT page  to learn more about how schools can use this tool.

• CDC Monitoring Student Fitness Levels1 [PDF – 1.64 MB]
• CDC Ideas for Parents: Physical Education [PDF – 2 MB]
• SHAPE America: The Essential Components of Physical Education (2015) [PDF – 391 KB]
• SHAPE America: Appropriate Instructional Practice Guidelines for Elementary, Middle School, and High School Physical Education [PDF – 675 KB]
• SHAPE America: National Standards and Grade-Level Outcomes for K–12 Physical Education 2014
• SHAPE America: National Standards for K–12 Physical Education (2013)
• SHAPE America Resources
• Youth Compendium of Physical Activities for Physical Education Teachers (2018) [PDF – 145 KB]
• Social Emotional Learning Policies and Physical Education
• Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs . Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.
• Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR . 2011;60(RR05):1–76.
• Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School . Washington, DC: The National Academies Press; 2013. Retrieved from  http://books.nap.edu/openbook.php?record_id=18314&page=R1 .
• SHAPE America. T he Essential Components of Physical Education . Reston, VA: SHAPE America; 2015. Retrieved from   http://www.shapeamerica.org/upload/TheEssentialComponentsOfPhysicalEducation.pdf  [PDF – 392 KB].
• Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance . Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.
• Centers for Disease Control and Prevention. Health and Academic Achievement. Atlanta: US Department of Health and Human Services; 2014.
• Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics . Journal of School Health . 2015;85(11):740–758.

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Articles on Physical education

Displaying 1 - 20 of 36 articles.

New government guidance for PE lets teachers and pupils down

David Grecic , University of Central Lancashire ; Alan Thomson , University of Central Lancashire , and Andrew Sprake , University of Central Lancashire

Is exercise really good for the brain? Here’s what the science says

Matthieu P. Boisgontier , L’Université d’Ottawa/University of Ottawa and Boris Cheval , Université de Genève

Girls should get the chance to play football at school – but PE needs a major rehaul for all students

Shrehan Lynch , University of East London

School playgrounds are getting squeezed: here are 8 ways to keep students active in small spaces

Brendon Hyndman , Charles Sturt University ; Jessica Amy Sears , Charles Sturt University , and Vaughan Cruickshank , University of Tasmania

Outdoor education has psychological, cognitive and physical health benefits for children

Jean-Philippe Ayotte-Beaudet , Université de Sherbrooke and Felix Berrigan , Université de Sherbrooke

London’s Olympic legacy: research reveals why £2.2 billion investment in primary school PE has failed teachers

Vicky Randall , University of Winchester and Gerald Griggs

How sport can help young people to become better citizens

Vaughan Cruickshank , University of Tasmania and Casey Peter Mainsbridge , University of Tasmania

Missing out on PE during lockdowns means students will be playing  catch-up

Jora Broerse , Victoria University ; Cameron Van der Smee , Federation University Australia , and Jaimie-Lee Maple , Victoria University

Disabled children still face exclusion in PE – here’s what needs to change

Tom Gibbons , Teesside University and Kevin Dixon , Northumbria University, Newcastle

Taking the circus to school: How kids benefit from learning trapeze, juggling and unicycle in gym class

Marion Cossin , Université de Montréal

Thinking of choosing a health or PE subject in years 11 and 12? Here’s what you need to know

Brendon Hyndman , Charles Sturt University and Vaughan Cruickshank , University of Tasmania

Aussie kids are some of the least active in the world. We developed a cheap school program that gets results

Taren Sanders , Australian Catholic University ; Chris Lonsdale , Australian Catholic University ; David Lubans , University of Newcastle ; Michael Noetel , The University of Queensland , and Philip D Parker , Australian Catholic University

When men started to obsess over  six-packs

Conor Heffernan , The University of Texas at Austin

PE can do much more than keep children fit – but its many benefits are often overlooked

David Grecic , University of Central Lancashire ; Andrew Sprake , University of Central Lancashire , and Robin Taylor , University of Central Lancashire

Distance learning makes it harder for kids to exercise, especially in low-income communities

Katelyn Esmonde , Johns Hopkins University and Keshia Pollack Porter , Johns Hopkins University

Kids need physical education – even when they can’t get it at school

Collin A. Webster , University of South Carolina

Learning through adventure: the many skills that can be taught outside the classroom

Gary Stidder , University of Brighton

Kids aren’t getting enough exercise, even in sporty Seattle

Julie McCleery , University of Washington

Bushwalking and bowls in schools: we need to teach kids activities they’ll go on to enjoy

Vaughan Cruickshank , University of Tasmania ; Brendon Hyndman , Charles Sturt University , and Shane Pill , Flinders University

How children who dread PE lessons at school can be given a sporting chance

Kiara Lewis , University of Huddersfield

Related Topics

• Child health
• Physical activity
• School sport

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Senior Lecturer in Health and Physical Education, University of Tasmania

Lecturer in Physical Education & Sport / Course Leader MA in Physical Education and School Sport, University of Central Lancashire

Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adjunct), Charles Sturt University

Reader in Sports Science (Clinical Physiology), University of Essex

Professor of Sport and Physical Education, University of Central Lancashire

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Committee on Physical Activity and Physical Education in the School Environment; Food and Nutrition Board; Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US); 2013 Oct 30.

Educating the Student Body: Taking Physical Activity and Physical Education to School.

• Hardcopy Version at National Academies Press

5 Approaches to Physical Education in Schools

Key messages.

• Because it is guaranteed to reach virtually all children, physical education is the only sure opportunity for nearly all school-age children to access health-enhancing physical activities.
• High-quality physical education programs are characterized by (1) instruction by certified physical education teachers, (2) a minimum of 150 minutes per week (30 minutes per day) for children in elementary schools and 225 minutes per week (45 minutes per day) for students in middle and high schools, and (3) tangible standards for student achievement and for high school graduation.
• Students are more physically active on days on which they have physical education.
• Quality physical education has strong support from both parents and child health professional organizations.
• Several models and examples demonstrate that physical education scheduled during the school day is feasible on a daily basis.
• Substantial discrepancies exist in state mandates regarding the time allocated for physical education.
• Nearly half of school administrators (44 percent) reported cutting significant time from physical education and recess to increase time spent in reading and mathematics since passage of the No Child Left Behind Act.
• Standardized national-level data on the provision of and participation, performance, and extent of engagement in vigorous- or moderate-intensity physical activity are insufficient to allow assessment of the current status and trends in physical education in the United States.
• Systematic research is needed on personal, curricular, and policy barriers to successful physical education.
• The long-term impact of physical education has been understudied and should be a research priority to support the development of evidence-based policies.

Physical education is a formal content area of study in schools that is standards based and encompasses assessment based on standards and benchmarks. It is defined in Chapter 1 as “a planned sequential K-12 standards-based program of curricula and instruction designed to develop motor skills, knowledge, and behaviors of healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence.” As a school subject, physical education is focused on teaching school-aged children the science and methods of physically active, healthful living ( NASPE, 2012 ). It is an avenue for engaging in developmentally appropriate physical activities designed for children to develop their fitness, gross motor skills, and health ( Sallis et al., 2003 ; Robinson and Goodway, 2009 ; Robinson, 2011 ). This chapter (1) provides a perspective on physical education in the context of schooling; (2) elaborates on the importance of physical education to child development; (3) describes the consensus on the characteristics of quality physical education programs; (4) reviews current national, state, and local education policies that affect the quality of physical education; and (5) examines barriers to quality physical education and solutions for overcoming them.

• PHYSICAL EDUCATION IN THE CONTEXT OF SCHOOLING

Physical education became a subject matter in schools (in the form of German and Swedish gymnastics) at the beginning of the 19th century ( Hackensmith, 1966 ). Its role in human health was quickly recognized. By the turn of the 20th century, personal hygiene and exercise for bodily health were incorporated in the physical education curriculum as the major learning outcomes for students ( Weston, 1962 ). The exclusive focus on health, however, was criticized by educator Thomas Wood (1913 ; Wood and Cassidy, 1930 ) as too narrow and detrimental to the development of the whole child. The education community subsequently adopted Wood's inclusive approach to physical education whereby fundamental movements and physical skills for games and sports were incorporated as the major instructional content. During the past 15 years, physical education has once again evolved to connect body movement to its consequences (e.g., physical activity and health), teaching children the science of healthful living and skills needed for an active lifestyle ( NASPE, 2004 ).

Sallis and McKenzie (1991) published a landmark paper stating that physical education is education content using a “comprehensive but physically active approach that involves teaching social, cognitive, and physical skills, and achieving other goals through movement” (p. 126). This perspective is also emphasized by Siedentop (2009) , who states that physical education is education through the physical. Sallis and McKenzie (1991) stress two main goals of physical education: (1) prepare children and youth for a lifetime of physical activity and (2) engage them in physical activity during physical education. These goals represent the lifelong benefits of health-enhancing physical education that enable children and adolescents to become active adults throughout their lives.

Physical Education as Part of Education

In institutionalized education, the main goal has been developing children's cognitive capacity in the sense of learning knowledge in academic disciplines. This goal dictates a learning environment in which seated learning behavior is considered appropriate and effective and is rewarded. Physical education as part of education provides the only opportunity for all children to learn about physical movement and engage in physical activity. As noted, its goal and place in institutionalized education have changed from the original focus on teaching hygiene and health to educating children about the many forms and benefits of physical movement, including sports and exercise. With a dramatic expansion of content beyond the original Swedish and German gymnastics programs of the 19th century, physical education has evolved to become a content area with diverse learning goals that facilitate the holistic development of children ( NASPE, 2004 ).

To understand physical education as a component of the education system, it is important to know that the education system in the United States does not operate with a centralized curriculum. Learning standards are developed by national professional organizations such as the National Association for Sport and Physical Education (NASPE) and/or state education agencies rather than by the federal Department of Education; all curricular decisions are made locally by school districts or individual schools in compliance with state standards. Physical education is influenced by this system, which leads to great diversity in policies and curricula. According to NASPE and the American Heart Association (2010), although most states have begun to mandate physical education for both elementary and secondary schools, the number of states that allow waivers/exemptions from or substitutions for physical education increased from 27 and 18 in 2006 to 32 and 30 in 2010, respectively. These expanded waiver and substitution policies (discussed in greater detail later in the chapter) increase the possibility that students will opt out of physical education for nonmedical reasons.

Curriculum Models

Given that curricula are determined at the local level in the United States, encompassing national standards, state standards, and state-adopted textbooks that meet and are aligned with the standards, physical education is taught in many different forms and structures. Various curriculum models are used in instruction, including movement education, sport education, and fitness education. In terms of engagement in physical activity, two perspectives are apparent. First, programs in which fitness education curricula are adopted are effective at increasing in-class physical activity ( Lonsdale et al., 2013 ). Second, in other curriculum models, physical activity is considered a basis for students' learning skill or knowledge that the lesson is planned for them to learn. A paucity of nationally representative data is available with which to demonstrate the relationship between the actual level of physical activity in which students are engaged and the curriculum models adopted by their schools.

Movement Education

Movement has been a cornerstone of physical education since the 1800s. Early pioneers (Francois Delsarte, Liselott Diem, Rudolf von Laban) focused on a child's ability to use his or her body for self-expression ( Abels and Bridges, 2010 ). Exemplary works and curriculum descriptions include those by Laban himself ( Laban, 1980 ) and others (e.g., Logsdon et al., 1984 ). Over time, however, the approach shifted from concern with the inner attitude of the mover to a focus on the function and application of each movement ( Abels and Bridges, 2010 ). In the 1960s, the intent of movement education was to apply four movement concepts to the three domains of learning (i.e., cognitive, psychomotor, and affective). The four concepts were body (representing the instrument of the action); space (where the body is moving); effort (the quality with which the movement is executed); and relationships (the connections that occur as the body moves—with objects, people, and the environment; Stevens-Smith, 2004 ). The importance of movement in physical education is evidenced by its inclusion in the first two NASPE standards for K-12 physical education ( NASPE, 2004 ; see Box 5-7 later in this chapter).

Standards for a Physically Educated Person. SOURCE: NASPE, 2004.

These standards emphasize the need for children to know basic movement concepts and be able to perform basic movement patterns. It is imperative for physical educators to foster motor success and to provide children with a basic skill set that builds their movement repertoire, thus allowing them to engage in various forms of games, sports, and other physical activities (see also Chapter 3 ).

Sport Education

One prevalent physical education model is the sport education curriculum designed by Daryl Siedentop ( Siedentop, 1994 ; Siedentop et al., 2011 ). The goal of the model is to “educate students to be players in the fullest sense and to help them develop as competent, literate, and enthusiastic sportspersons” (2011, p. 4, emphasis in original). The model entails a unique instructional structure featuring sport seasons that are used as the basis for planning and teaching instructional units. Students are organized into sport organizations (teams) and play multiple roles as team managers, coaches, captains, players, referees, statisticians, public relations staff, and others to mimic a professional sports organization. A unit is planned in terms of a sports season, including preseason activity/practice, regular-season competition, playoffs and/or tournaments, championship competition, and a culminating event (e.g., an awards ceremony or sport festivity). Depending on the developmental level of students, the games are simplified or modified to encourage maximum participation. In competition, students play the roles noted above in addition to the role of players. A sport education unit thus is much longer than a conventional physical education unit. Siedentop and colleagues (2011) recommend 20 lessons per unit, so that all important curricular components of the model can be implemented.

Findings from research on the sport education model have been reviewed twice. Wallhead and O'Sullivan (2005) report that evidence is insufficient to support the conclusion that use of the model results in students' developing motor skills and fitness and learning relevant knowledge; some evidence suggests that the model leads to stronger team cohesion, more active engagement in lessons, and increased competence in game play. In a more recent review, Hastie and colleagues (2011) report on emerging evidence suggesting that the model leads to improvement in cardiorespiratory fitness (only one study) and mixed evidence regarding motor skills development, increased feeling of enjoyment in participation in physical education, increased sense of affiliation with the team and physical education, and positive development of fair-play values. The only study on in-class physical activity using the model showed that it contributed to only 36.6 percent activity at the vigorous- or moderate-intensity levels ( Parker and Curtner-Smith, 2005 ). Hastie and colleagues caution, however, that because only 6 of 38 studies reviewed used an experimental or quasi-experimental design, the findings must be interpreted with extreme caution. The model's merits in developing motor skills, fitness, and desired physical activity behavior have yet to be determined in studies with more rigorous research designs.

Fitness Education

Instead of focusing exclusively on having children move constantly to log activity time, a new curricular approach emphasizes teaching them the science behind why they need to be physically active in their lives. The curriculum is designed so that the children are engaged in physical activities that demonstrate relevant scientific knowledge. The goal is the development and maintenance of individual student fitness. In contrast with the movement education and sport education models, the underlying premise is that physical activity is essential to a healthy lifestyle and that students' understanding of fitness and behavior change result from engagement in a fitness education program. The conceptual framework for the model is designed around the health-related components of cardiorespiratory fitness, muscular strength and endurance, and flexibility. A recent meta-analysis ( Lonsdale et al., 2013 ) suggests that physical education curricula that include fitness activities can significantly increase the amount of time spent in vigorous- or moderate-intensity physical activity.

Several concept-based fitness education curriculum models exist for both the middle school and senior high school levels. They include Fitness for Life: Middle School ( Corbin et al., 2007 ); Personal Fitness for You ( Stokes and Schultz, 2002 ); Get Active! Get Fit! ( Stokes and Schultz, 2009 ); Personal Fitness: Looking Good, Feeling Good ( Williams, 2005 ); and Foundations of Fitness ( Rainey and Murray, 2005 ). Activities in the curriculum are designed for health benefits, and the ultimate goal for the student is to develop a commitment to regular exercise and physical activity. It is assumed that all children can achieve a health-enhancing level of fitness through regular engagement in vigorous- or moderate-intensity physical activity.

Randomized controlled studies on the impact of a science-based fitness curriculum in 15 elementary schools showed that, although the curriculum allocated substantial lesson time to learning cognitive knowledge, the students were more motivated to engage in physical activities than students in the 15 control schools experiencing traditional physical education ( Chen et al., 2008 ), and they expended the same amount of calories as their counterparts in the control schools ( Chen et al., 2007 ). Longitudinal data from the study reveal continued knowledge growth in the children that strengthened their understanding of the science behind exercise and active living ( Sun et al., 2012 ). What is unclear, however, is whether the enthusiasm and knowledge gained through the curriculum will translate into the children's lives outside of physical education to help them become physically active at home.

To incorporate standards and benchmarks into a fitness education model, a committee under the auspices of NASPE (2012) developed the Instructional Framework for Fitness Education in Physical Education. It is suggested that through this proposed comprehensive framework, fitness education be incorporated into the existing physical education curriculum and embedded in the content taught in all instructional units. The entire framework, highlighted in Box 5-1 , can be viewed at http://www.aahperd.org/naspe/publications/upload/Instructional-Framework-for-Fitness-Education-in-PE-2012-2.pdf (accessed February 1, 2013).

Instructional Framework for Fitness Education in Physical Education. Technique: Demonstrate competency in techniques needed to perform a variety of moderate to vigorous physical activities. Technique in developing cardiovascular fitness.

Emergence of Active Gaming in Fitness Education

Today, active gaming and cell phone/computer applications are a part of physical activity for both youth and adults. Accordingly, fitness education in school physical education programs is being enhanced through the incorporation of active video games, also known as exergaming. Examples of active gaming programs with accompanying equipment include Konami Dance Dance Revolution (DDR), Nintendo Wii, Gamebikes, Kinect XBOX, Xavix, and Hopsports. These active games have been incorporated into school wellness centers as high-tech methods of increasing student fitness levels to supplement the traditional modes for attaining vigorous- or moderate-intensity physical activity ( Greenberg and Stokes, 2007 ).

Bailey and McInnis (2011) compared selected active games with treadmill walking and found that each game—DDR, LightSpace (Bug Invasion), Nintendo Wii (Boxing), Cyber Trazer (Goalie Wars), Sportwall, and Xavix (J-Mat)—raised energy expenditure above that measured at rest. Mean metabolic equivalent (MET) values for each game were comparable to or higher than those measured for walking on a treadmill at 3 miles per hour. Graf and colleagues (2009) , studying boys and girls aged 10-13, found that both Wii boxing and DDR (level 2) elicited energy expenditure, heart rate, perceived exertion, and ventilatory responses that were comparable to or greater than those elicited by moderate-intensity walking on a treadmill. Similar results were found by Lanningham-Foster and colleagues (2009) among 22 children aged 10-14 and adults in that energy expenditure for both groups increased significantly when playing Wii over that expended during all sedentary activities. Staiano and colleagues (2012) explored factors that motivated overweight and obese African American high school students to play Wii during school-based physical activity opportunities. They found greater and more sustained energy expenditure over time and noted that players' various intrinsic motivations to play also influenced their level of energy expenditure. Mellecker and McManus (2008) determined that energy expenditure and heart rate were greater during times of active play than in seated play. Fawkner and colleagues (2010) studied 20 high school–age girls and found that dance simulation games provided an opportunity for most subjects to achieve a moderate-intensity level of physical activity. The authors conclude that regular use of the games aids in promoting health through physical activity. Haddock and colleagues (2009) conducted ergometer tests with children aged 7-14 and found increased oxygen consumption and energy expenditure above baseline determinations. Maddison and colleagues (2007) , studying children aged 10-14, found that active video game playing led to significant increases in energy expenditure, heart rate, and activity counts in comparison with baseline values. They conclude that playing these games for short time periods is comparable to light- to moderate-intensity conventional modes of exercise, including walking, skipping, and jogging. Mhurchu and colleagues (2008) also conclude that a short-term intervention involving active video games is likely to be an effective means of increasing children's overall level of physical activity. Additionally, Sit and colleagues (2010) , studying the effects of active gaming among 10-year-old children in Hong Kong, found the children to be significantly more physically active while playing interactive games compared with screen-based games.

Exergaming appears to increase acute physical activity among users and is being used in school settings because it is appealing to students. Despite active research in the area of exergaming and physical activity, however, exergaming's utility for increasing acute and habitual physical activity specifically in the physical education setting has yet to be confirmed. Further, results of studies conducted in nonlaboratory and nonschool settings have been mixed ( Baranowski et al., 2008 ). Moreover, any physical activity changes that do occur may not be sufficient to stimulate physiologic changes. For example, White and colleagues (2009) examined the effects of Nintendo Wii on physiologic changes. Although energy expenditure was raised above resting values during active gaming, the rise was not significant enough to qualify as part of the daily 60 minutes or more of vigorous-or moderate-intensity exercise recommended for children.

While collecting data on the effects of Nintendo Wii on 11-year-olds in New Zealand, White and colleagues (2009) found that active video games generated higher energy expenditure than both resting and inactive screen watching. They determined, however, that active gaming is a “low-intensity” physical activity. Therefore, it may be helpful in reducing the amount of sedentary behavior, but it should not be used as a replacement for more conventional modes of physical activity. Sun (2012) found that active gaming can increase student motivation to engage in physical activity, but the motivation may decrease as a result of prolonged exposure to the same games. This study also found that exergaming lessons provided less physical activity for children than regular conventional physical education. For inactive children, however, the exergaming environment is conducive to more active participation in the game-based physical activities than in conventional physical education ( Fogel et al., 2010 ). Finally, Sheehan and Katz (2012) found that among school-age children the use of active gaming added to postural stability, an important component of motor skills development.

From the research cited above, as well as ongoing research being conducted by the Health Games Research Project funded by the Robert Wood Johnson Foundation, active gaming is promising as a means of providing young children an opportunity to become more physically active and helping them meet the recommended 60 or more minutes of vigorous- or moderate-intensity physical activity per day. Different types of games may influence energy expenditure differentially, and some may serve solely as motivation. Selected games also appear to hold greater promise for increasing energy expenditure, while others invite youth to be physically active through motivational engagement. The dynamic and evolving field of active gaming is a promising area for future research as more opportunities arise to become physically active throughout the school environment.

Other Innovative Programs

While several evidence-based physical education programs—such as the Coordinated Approach to Child Health (CATCH) and Sports, Play, and Active Recreation for Kids (SPARK)—are being implemented in schools, many innovative programs also have been implemented nationwide that are motivating and contribute to skills attainment while engaging youth in activities that are fun and fitness oriented. These programs include water sports, involving sailing, kayaking, swimming, canoeing, and paddle boarding; adventure activities such as Project Adventure; winter sports, such as snow skiing and snowshoeing; and extreme sports, such as in-line skating, skateboarding, and cycling.

Differences Among Elementary, Middle, and High Schools

Instructional opportunities vary within and among school levels as a result of discrepancies in state policy mandates. Although the time to be devoted to physical education (e.g., 150 minutes per week for elementary schools and 225 minutes per week for secondary schools) is commonly included in most state mandates, actual time allocation in school schedules is uncertain and often left to the discretion of local education officials.

With respect to content, in both elementary and secondary schools, physical activity is an assumed rather than an intended outcome except in the fitness education model. The goals of skill development and knowledge growth in physical education presumably are accomplished through participation in vigorous- or moderate-intensity physical activity. Data are lacking, however, to support the claim that physical activity offered to further the attainment of skills and knowledge is of vigorous or moderate intensity and is of sufficient duration for children to reap health benefits.

Children in Nontraditional Schools

Research on physical education, physical activity, and sports opportunities in nontraditional school settings (charter schools, home schools, and correctional facilities) is extremely limited. Two intervention studies focused on charter schools addressed issues with Mexican American children. In the first ( Johnston et al., 2010 ), 10- to 14-year-old children were randomly assigned to either an instructor-led intervention or a self-help intervention for 2 years. The instructor-led intervention was a structured daily opportunity for the students to learn about nutrition and to engage in structured physical activities. The results indicate that the children in the instructor-led intervention lost more weight at the end of the intervention than those in the self-help condition. In the second study ( Romero, 2012 ), 11- to 16-year-old Mexican American children from low-income families participated in a 5-week, 10-lesson, hip-hop dance physical activity intervention. In comparison with data collected prior to the intervention, the children reported greater frequency of vigorous- or moderate-intensity physical activity, lower perceived community barriers to physical activity, and stronger self-efficacy for physical activity. Collectively, the results of these two studies suggest that a structured physical activity intervention can be effective in enhancing and enriching physical activity opportunities for Mexican American adolescents in charter schools.

Research on physical activity among home-schooled children is also limited. The only study found was published in 2004 ( Welk et al., 2004 ). It describes differences in physical fitness, psychosocial correlates of physical activity, and physical activity between home-schooled children and their public school counterparts aged 9-16. No significant differences were found between the two groups of children on the measures used, but the researchers did note that the home-schooled children tended to be less physically active.

Research on physical education and physical activity in juvenile correction institutions is equally scarce. Munson and colleagues (1985 , 1988 ) conducted studies on the use of physical activity programs as a behavior mediation intervention strategy and compared its impact on juvenile delinquents' behavior change with that of other intervention strategies. They found that physical activity did not have a stronger impact than other programs on change in delinquent behavior.

Fitness Assessment

All states except Iowa have adopted state standards for physical education. However, the extent to which students achieve the standards is limited since no accountability is required.

An analysis of motor skills competency, strategic knowledge, physical activity, and physical fitness among 180 4th- and 5th-grade children demonstrated that the physical education standards in force were difficult to attain ( Erwin and Castelli, 2008 ). Among the study participants, fewer than a half (47 percent) were deemed motor competent, 77 percent demonstrated adequate progress in knowledge, only 40 percent were in the Healthy Fitness Zone on all five components of the Fitnessgram fitness assessment, and merely 15 percent engaged in 60 or more minutes of physical activity each day. Clearly most of the children failed to meet benchmark measures of performance for this developmental stage. This evidence highlights the need for additional physical activity opportunities within and beyond physical education to enhance opportunities for students to achieve the standards.

Relationships among these student-learning outcomes were further decomposed in a study of 230 children ( Castelli and Valley, 2007 ). The authors determined that aerobic fitness and the number of fitness test scores in the Healthy Fitness Zone were the best predictors of daily engagement in physical activity relative to factors of gender, age, body mass index (BMI), motor skills competency, and knowledge. However, in-class engagement in physical activity was best predicted by aerobic fitness and motor skills competence, suggesting that knowledge and skills should not be overlooked in a balanced physical education curriculum intended to promote lifelong physical activity.

As an untested area, student assessment in physical education has been conducted on many indicators other than learning outcomes. As reported in a seminal study ( Hensley and East, 1989 ), physical education teachers base learning assessment on participation (96 percent), effort (88 percent), attitude (76 percent), sportsmanship (75 percent), dressing out (72 percent), improvement (68 percent), attendance (58 percent), observation of skills (58 percent), knowledge tests (46 percent), skills tests (45 percent), potential (25 percent), and homework (11 percent). These data, while several years old, show that most learning assessments in physical education fail to target relevant learning objectives such as knowledge, skills, and physical activity behavior. The development of teacher-friendly learning assessments consistent with national and/or state standards is sorely needed.

Fitness assessment in the school environment can serve multiple purposes. On the one hand, it can provide both teacher and student with information about the student's current fitness level relative to a criterion-referenced standard, yield valid information that can serve as the basis for developing a personal fitness or exercise program based on current fitness levels, motivate students to do better to achieve a minimum standard of health-related fitness where deficiencies exist, and possibly assist in the identification of potential future health problems. On the other hand, an overall analysis of student fitness assessments provides valuable data that can enable teachers to assess learner outcomes in the physical education curriculum and assess the present curriculum to determine whether it includes sufficient fitness education to allow students to make fitness gains throughout the school year. Fitness assessment also provides a unique opportunity for schools to track data on students longitudinally. The ultimate goal of assessing student fitness in the school environment should be to educate students on the importance of maintaining a physically active lifestyle throughout the life span.

When administering fitness assessments in the school setting, caution is essential to ensure confidentiality of the results. The results and their interpretation should be shared with students and parents/guardians to have the greatest impact. To ensure the greatest benefits from fitness assessment, NASPE (2010) developed a position statement on “Appropriate Uses of Fitness Measurement.” Table 5-1 outlines appropriate and inappropriate practices related to fitness testing in schools and other educational settings.

Appropriate and Inappropriate Practices Related to Fitness Testing in Schools and Other Educational Settings.

When fitness assessment becomes part of a quality physical education program, teaching and learning strategies will guide all students to acquire the knowledge and skills necessary to maintain and improve their personal health-related fitness as part of their commitment to lifelong healthy lifestyles. Teachers who incorporate fitness education as a thread throughout all curricula will make the greatest impact in engaging and motivating students to participate in vigorous- or moderate-intensity physical activity in order to maintain and/or improve their personal health-related fitness. For example, the development of the Presidential Youth Fitness Program with the use of a criterion-referenced platform provides students with the educational benefits of fitness assessment knowledge (see Box 5-2 ). The emergence of one national fitness assessment, Fitnessgram, along with professional development and recognition protocols, further supports fitness education in the school environment.

Presidential Youth Fitness Program. The Presidential Youth Fitness Program, launched in September 2012, is a comprehensive program that provides training and resources to schools for assessing, tracking, and recognizing youth fitness. The program promotes (more...)

Online Physical Education

Online physical education is a growing trend. Fully 59 percent of states allow required physical education credits to be earned through online courses. Only just over half of these states require that the online courses be taught by state-certified physical education teachers. Daum and Buschner (2012) report that, in general, online physical education focuses more on cognitive knowledge than physical skill or physical activity, many online courses fail to meet national standards for learning and physical activity guidelines, and teachers are not concerned about students' accountability for learning.

Although online courses differ from traditional in-school physical education courses in the delivery of instruction, the standards and benchmarks for these courses must mirror those adopted by each individual state, especially when the course is taken to meet high school graduation requirements. NASPE (2007a , p. 2) recommends that all physical education programs include “opportunity to learn, meaningful content, appropriate instruction, and student and program assessment.” If an online physical education program meets these standards, it may be just as effective as a face-to-face program. Online physical education can be tailored to each student's needs, and it helps students learn how to exercise independently. The full NASPE position statement on online physical education can be found at http://www.ncpublic-schools.org/docs/curriculum/healthfulliving/resources/onlinepeguidelines.pdf (accessed February 1, 2013). The physical education policy of one online school, the Florida Virtual School, is presented in Box 5-3 .

Florida Virtual School's Physical Education Policy. Sections 1001.11(7) and 1003.453(2) of the Florida Statutes require that every school district have a current version of its Physical Education Policy on the district website. This document satisfies (more...)

Online physical education provides another option for helping students meet the standards for physical education if they lack room in their schedule for face-to-face classes, need to make up credit, or are just looking for an alternative to the traditional physical education class. On the other hand, online courses may not be a successful mode of instruction for students with poor time management or technology skills. According to Daum and Buschner (2012) , online learning is changing the education landscape despite the limited empirical research and conflicting results on its effectiveness in producing student learning. Through a survey involving 45 online high school physical education teachers, the authors found that almost three-fourths of the courses they taught failed to meet the national guideline for secondary schools of 225 minutes of physical education per week. Most of the courses required physical activity 3 days per week, while six courses required no physical activity. The teachers expressed support, hesitation, and even opposition toward online physical education.

Scheduling Decisions

Lesson scheduling is commonly at the discretion of school principals in the United States. The amount of time dedicated to each subject is often mandated by federal or state statutes. Local education agencies or school districts have latitude to make local decisions that go beyond these federal or state mandates. Often the way courses are scheduled to fill the school day is determined by the managerial skills of the administrator making the decisions or is based on a computer program that generates individual teacher schedules.

Successful curriculum change requires supportive scheduling (see Kramer and Keller, 2008 , for an example of curriculum reform in mathematics). More research is needed on the effects of scheduling of physical education. In one such attempt designed to examine the impact of content and lesson length on calorie expenditure in middle school physical education, Chen and colleagues (2012) found that a lesson lasting 45-60 minutes with sport skills or fitness exercises as the major content would enable middle school students to expend more calories than either shorter (30–40 minutes) or longer (65–90 minutes) lessons. The evidence from such research can be used to guide allocation of the recommended weekly amount of physical education (150 minutes for elementary schools, 225 minutes for secondary schools) to achieve optimal health benefits for youth. Additional discussion of scheduling is provided later in this chapter in the section on solutions for overcoming the barriers to quality physical education.

• IMPORTANCE OF PHYSICAL EDUCATION TO CHILD DEVELOPMENT

As discussed in Chapter 3 , there is a direct correlation between regular participation in physical activity and health in school-age children, suggesting that physical activity provides important benefits directly to the individual child ( HHS, 2008 ). Physical activity during a school day may also be associated with academic benefits ( Chapter 4 ) and children's social and emotional well-being ( HHS, 2008 ; Chapter 3 ). Physical education, along with other opportunities for physical activity in the school environment (discussed in Chapter 6 ), is important for optimal health and development in school-age children. It may also serve as a preventive measure for adult conditions such as heart disease, high blood pressure, and type 2 diabetes.

Little has been learned about the short- and long-term effectiveness of physical education in addressing public health issues ( Pate et al., 2011 ). Because the learning objectives of physical education have not included improvement in health status as a direct measure, indirect measures and correlates have been used as surrogates. However, some promising research, such as that conducted by Morgan and colleagues (2007) , has demonstrated that students are more physically active on days when they participate in physical education classes. Further, there is no evidence of a compensatory effect such that children having been active during physical education elect not to participate in additional physical activity on that day. Accordingly, quality physical education contributes to a child's daily accumulation of physical activity and is of particular importance for children who are overweight or who lack access to these opportunities in the home environment ( NASPE, 2012 ).

Unlike other physical activity in school (e.g., intramural or extramural sports), physical education represents the only time and place for every child to learn knowledge and skills related to physical activity and to be physically active during the school day. It also is currently the only time and place for all children to engage in vigorous- or moderate-intensity physical activity safely because of the structured and specialist-supervised instructional environment. It is expected that children will use the skills and knowledge learned in physical education in other physical activity opportunities in school, such as active recess, active transportation, and intramural sports. For these reasons, physical education programming has been identified as the foundation on which multicomponent or coordinated approaches incorporating other physical activity opportunities can be designed and promoted.

Coordinated approaches in one form or another have existed since the early 1900s, but it was not until the 21st century that physical education was acknowledged as the foundation for these approaches. The Centers for Disease Control and Prevention (CDC) (2010) , the National Association of State Boards of Education ( NASBE; 2012 ), and NASPE (2004 , 2010 ) all support this view because physical education provides students with the tools needed to establish and maintain a physically active lifestyle throughout their life span. As discussed in Chapter 3 , research on motor skills development has provided evidence linking physical skill proficiency levels to participation in physical activity and fitness ( Stodden et al., 2008 , 2009 ). Exercise psychology research also has identified children's perceived skill competence as a correlate of their motivation for participation in physical activity ( Sallis et al., 2000 ). When school-based multicomponent interventions include physical activities experienced in physical education that are enjoyable and developmentally appropriate, such coordinated efforts are plausible and likely to be effective in producing health benefits ( Corbin, 2002 ). Accordingly, two of the Healthy People 2020 ( Healthy People 2020, 2010 ) objectives for physical activity in youth relate to physical education: “PA-4: Increase the proportion of the Nation's public and private schools that require daily physical education for all students ” and “PA-5: Increase the proportion of adolescents who participate in daily school physical education.” 1

The importance of physical education to the physical, cognitive, and social aspects of child development has been acknowledged by many federal, state, and local health and education agencies. Many private entities throughout the country likewise have offered their support and recommendations for strengthening physical education. For example, the Institute of Medicine (2012a), in its report Accelerating Progress in Obesity Prevention: Solving the Weight of the Nation , points to the need to strengthen physical education to ensure that all children engage in 60 minutes or more of physical activity per school day. Similarly, the National Physical Activity Plan (2010) , developed by a group of national organizations at the forefront of public health and physical activity, comprises a comprehensive set of policies, programs, and initiatives aimed at increasing physical activity in all segments of schools. The plan is intended to create a national culture that supports physically active lifestyles so that its vision that “one day, all Americans will be physically active and they will live, work, and play in environments that facilitate regular physical activity” can be realized. To accomplish this ultimate goal, the plan calls for improvement in the quantity and quality of physical education for students from prekindergarten through 12th grade through significant policy initiatives at the federal and state levels that guide and fund physical education and other physical activity programs. Specifically, the plan prescribes seven specific tactics presented in Box 5-4 .

National Physical Activity Plan: Strategy 2. The National Physical Activity Plan's Strategy 2 is as follows: Strategy 2: Develop and implement state and school district policies requiring school accountability for the quality and quantity of physical (more...)

Medical professional associations, such as the American Cancer Society (ACS), American Diabetes Association (ADA), and American Heart Association (AHA), have long acknowledged the importance of physical education and have endorsed policies designed to strengthen it. A position statement on physical education from the ACS Cancer Action Network, ADA, and AHA (2012) calls for support for quality physical education and endorses including physical education as an important part of a student's comprehensive, well-rounded education program because of its positive impact on lifelong health and well-being. Further, physical education policy should make quality the priority while also aiming to increase the amount of time physical education is offered in schools.

Recently, private-sector organizations—such as the NFL through its Play60 program—have been joining efforts to ensure that youth meet the guideline of at least 60 minutes of vigorous- or moderate-intensity physical activity per day. One such initiative is Nike's (2012) Designed to Move: A Physical Activity Action Agenda , a framework for improving access to physical activity for all American children in schools. Although the framework does not focus exclusively on physical education, it does imply the important role of physical education in the action agenda (see Box 5-5 ).

Nike's Designed to Move: A Physical Activity Action Agenda. Universal access: Design programs that are effective for every child, including those who face the most barriers to participating in physical activity. Age appropriate: Physical activities and (more...)

Finally, in response to First Lady Michelle Obama's Let's Move initiative, the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) launched the Let's Move In School initiative, which takes a holistic approach to the promotion of physical activity in schools. The purpose of the initiative is to help elementary and secondary schools launch the Comprehensive School Physical Activity Program (CSPAP), which is focused on strengthening physical education and promoting all opportunities for physical activity in school. The CSPAP in any given school is intended to accomplish two goals: (1) “provide a variety of school-based physical activity opportunities that enable all students to participate in at least 60 minutes of moderate-to-vigorous physical activity each day” and (2) “provide coordination among the CSPAP components to maximize understanding, application, and practice of the knowledge and skills learned in physical education so that all students will be fully physically educated and well-equipped for a lifetime of physical activity” ( AAHPERD, 2012 ). The five CSPAP components, considered vital for developing a physically educated and physically active child, are physical education, physical activity during school, physical activity before and after school, staff involvement, and family and community involvement ( AAHPERD, 2012 ). Schools are allowed to implement all or selected components.

An AAHPERD (2011) survey indicated that 16 percent of elementary schools, 13 percent of middle schools, and 6 percent of high schools (from a self-responding nationwide sample, not drawn systematically) had implemented a CSPAP since the program was launched. Although most schools sampled (90 percent) provided physical education, the percentage declined through middle school and high school, such that only 44 percent of high schools provided physical education to seniors. In most schools (92 percent), classes were taught by teachers certified to teach physical education.

More than 76 percent of elementary schools provided daily recess for children, and 31 percent had instituted a policy prohibiting teachers from withholding children from participating in recess for disciplinary reasons. In 56 percent of elementary schools that had implemented a CSPAP, physical activity was encouraged between lessons/classes; in 44 percent it was integrated into academic lessons; and in 43 percent the school day started with physical activity programs.

The percentage of schools that offered intramural sports clubs to at least 25 percent of students declined from 62 percent of middle schools to 50 percent of high school for males, and from 53 to 40 percent, respectively, for females. Interscholastic sports were offered in 89 percent of high schools. Among them, approximately 70 percent involved at least 25 percent of the male student population participating and 58 percent involved at least 25 percent of the female student population participating. Sixty-five percent of high schools had “cut” policies, which could limit the enrollment of students in interscholastic sports.

• CHARACTERISTICS OF QUALITY PHYSICAL EDUCATION PROGRAMS

As noted, a high-quality physical education program can help youth meet the guideline of at least 60 minutes of vigorous- or moderate-intensity physical activity per day. This increase in physical activity should be balanced with appropriate attention to skill development and to national education standards for quality physical education (see Box 5-6 ). In a recent literature review, Bassett and colleagues (2013) found that physical education contributes to children achieving an average of 23 minutes of vigorous- or moderate-intensity physical activity daily. However, the time spent in vigorous- or moderate-intensity physical activity could be increased by 6 minutes if the physical education curriculum were to incorporate a standardized curriculum such as SPARK (discussed in detail below) ( Bassett et al., 2013 ). Thus, it is possible for physical education to contribute to youth meeting at least half (30 minutes) of their daily requirement for vigorous- or moderate-intensity physical activity. To help children grow holistically, however, physical education needs to achieve other learning goals when children are active. To this end, physical education programs must possess the quality characteristics specified by NASPE (2007b , 2009b , c ) (see Box 5-6 ). Designing and implementing a physical education program with these characteristics in mind should ensure that the time and curricular materials of the program enable students to achieve the goals of becoming knowledgeable exercisers and skillful movers who value and adopt a physically active, healthy lifestyle.

NASPE's Characteristics of a High-Quality Physical Education Program. All students are required to take physical education. Instructional periods total 150 minutes per week (elementary schools) and 225 minutes per week (middle and secondary schools).

Findings from research on effective physical education support these characteristics as the benchmarks for quality programs. In an attempt to understand what effective physical education looks like, Castelli and Rink (2003) conducted a mixed-methods comparison of 62 physical education programs in which a high percentage of students achieved the state physical education learning standards with programs whose students did not achieve the standards. Comprehensive data derived from student performance, teacher surveys, and onsite observations demonstrated that highly effective physical education programs were housed in cohesive, long-standing departments that experienced more facilitators (e.g., positive policy, supportive administration) than inhibitors (e.g., marginalized status as a subject matter within the school). Further, effective programs made curricular changes prior to the enactment of state-level policy, while ineffective programs waited to make changes until they were told to do so. The teachers in ineffective programs had misconceptions about student performance and, in general, lower expectations of student performance and behavior.

Examples of Evidence-Based Physical Education Curricular Programs

Two large-scale intervention studies—SPARK and CATCH—are discussed in this section as examples of how programs can be structured to increase vigorous- or moderate-intensity physical activity in physical education classes.

The aim of SPARK, a research-based curriculum, is to improve the health, fitness, and physical activity levels of youth by creating, implementing, and evaluating programs that promote lifelong wellness. Each SPARK program “fosters environmental and behavioral change by providing a coordinated package of highly active curriculum, on-site teacher training, extensive follow-up support, and content-matched equipment focused on the development of healthy lifestyles, motor skills and movement knowledge, and social and personal skills” ( SPARK, 2013 ).

Research supports the use of SPARK as a platform for improving the quality of physical activity instruction in schools. The SPARK curriculum has demonstrated the ability to improve student activity levels, increase the number of minutes of vigorous- or moderate-intensity physical activity for students, and provide sustainable and positive change in a school district ( Myers-Schieffer and Thomas, 2012 ). In one study, researchers found that “the children were positive about this specific curriculum. This is gratifying because one of the goals of the program was to engender positive feeling in the students toward physical activity” ( McKenzie et al., 1994 , p. 213). In another study, a SPARK intervention is credited with exposing students to an increase in motor skills drills, which in turn led to a higher level of manipulative motor skills acquisition ( McKenzie et al., 1998 ). As a result of improved activity levels, students who participated in the SPARK curriculum improved their times in the 1-mile run and sit-up tests ( Sallis et al., 1997 ). Finally, System for Observing Fitness Instruction Time (SOFIT) classroom observations revealed that students in SPARK classes increased their time spent in vigorous- or moderate-intensity physical activity per class from 17.8 to up to 40.2 minutes compared with students in non-SPARK classes, who engaged in 17.8 minutes of vigorous- or moderate-intensity physical activity per class. Teachers involved in the SPARK intervention offered increased levels of fitness promotion and provided students with an increased amount of general instruction and increased minutes of attention per week ( McKenzie et al., 1997 ; Myers-Schieffer and Thomas, 2012 ).

The CATCH program teaches children in grades K-8 how to be healthy throughout their lifetimes through a coordinated approach that involves engaging the community, families, and educators to work together. The goal of CATCH is to impact children's health behaviors positively, improve the school health environment, and influence and change school health policies and practices in order to reduce and eliminate health risk factors and risk-related behaviors of students ( Perry et al., 1990 ). CATCH significantly increases the physical activity levels of students during physical education class and provides a wide range of learning experiences for students of all abilities.

CATCH began as a clinical trial from 1991 to 1994 in four regional sites: Tulane University in New Orleans; the University of California, San Diego; the University of Minnesota in Minneapolis; and the University of Texas in Houston. The participants were elementary school children in grades 3 through 5 and included children from multiethnic backgrounds. Upon completion of the main trial, CATCH had succeeded in producing positive and lasting changes in children's behaviors, including decreasing fat consumption and increasing physical activity ( Luepker et al., 1996 ). The changes were maintained for 3 years postintervention ( Nader et al., 1999 ).

National Standards

Because physical education is part of the curriculum in schools, its quality should be judged only by whether and to what extent children have learned and benefited from it. In a landmark document on learning goals, Moving into the Future: National Standards for Physical Education , NASPE (2004) proposes six student learning standards specifying both conceptual and behavioral characteristics that a physically educated person must possess and display (see Box 5-7 ). These characteristics encompass knowledge, skill, behavior, and confidence critical to the development and maintenance of health and to the enjoyment of a physically active, healthful lifestyle.

Certified Physical Education Specialists as the Main Teaching Force

If standards are the gauge for quality, teachers make the difference in a particular school in terms of the extent to which students can achieve the standards. Research has made clear that certified physical education specialists can provide more and longer opportunities for students to meet physical activity guidelines compared with classroom teachers trained to teach physical education ( McKenzie et al., 2001 ). Moreover, when teachers are taught strategies to encourage vigorous- or moderate-intensity physical activity in physical education class, a significant increase in physical activity can be expected ( Lonsdale et al., 2013 ). The role of certified physical education specialists in health-enhancing physical education has become increasingly critical ( McKenzie, 2007 ). The evidence is unequivocal regarding the need for a continued effort to train physical education specialists and the need for schools to continue to employ them as the main teaching force designing and implementing health-enhancing physical education programs to the fullest extent.

Aside from serving as the instructional leader for physical education, physical education specialists can serve as expert resources for classroom teachers in the implementation of classroom physical activity breaks and recess (discussed in detail in Chapter 6 ). Their expertise in age-appropriate physical activity helps ensure that students are participating in activities that are fun and engaging. Additionally, as the catalyst for a healthy school environment, the physical education specialist can assist in the design and delivery of intramural programs provided before and after school, as well as serve as a community outreach specialist for onsite activity partnerships. For physical education specialists interested in a more formal role as a physical activity leader at their school, NASPE has developed a director of physical activity certification program.

It is a commonly held notion of society that to maintain the quality of education, schools should hire teachers certified to teach in the subject matter areas in which they are licensed. Unfortunately, in the United States, not all physical education classes are taught by certified physical education specialists. Indeed, 68 percent of elementary schools allow classroom teachers (generalists) to teach physical education ( NASPE, 2012 ). Certification or licensure of middle/junior high school and high school physical education teachers is required in only 82 percent and 90 percent of states ( NASPE, 2012 ), respectively. Only 37 states (72 percent) have a requirement for professional development and continuing education hours/credit for physical education teachers to maintain or renew their certification, with renewal time ranging from 3 to 5 years ( NASPE, 2012 ). Twenty-eight states (55 percent) allow temporary/emergency certificates to teach physical education that are valid for 1 to 3 years ( NASPE, 2012 ). The basic requirements for emergency certification include a bachelor's degree in teaching or in any area except physical education. Only 31 states (60 percent) support physical education teachers going through the national board certification process, and only New York requires each school district to have a licensed physical education specialist serving as a physical education coordinator ( NASPE, 2012 ).

Preservice Education for Teachers

Teaching physical education to children effectively and safely requires specific knowledge about children and their physical/mental development, body composition (anatomy) and functions (physiology and biomechanics), and motor skills development and acquisition. In addition, teaching physical education requires substantial knowledge and skill in pedagogy—the science and art of teaching. Box 5-8 lists the NASPE standards for beginning physical education teachers who have completed a bachelor's teacher training program and those who have completed advanced (master's-level) training.

National Association for Sport and Physical Education Standards for Beginning Physical Education Teachers. Scientific and theoretical knowledge: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts (more...)

These standards are accompanied by measurement rubrics (unacceptable, acceptable, and target, with target being exemplary) developed jointly by NASPE and the National Council for Accreditation of Teacher Education (NCATE) for evaluating physical education teacher education programs across the country (the 50 states, the District of Columbia, and Puerto Rico). NCATE identified a total of 133 physical education teacher education programs as “nationally recognized.” The committee was unable to determine how many programs nationwide have met the minimum standards (not at the nationally recognized level) or locate reliable information on the total number of physical education teacher education programs. A Web search using the term “physical education” resulted in two different but relatively reliable statistics: 720 ( College Board, 2013 ) and 1,945 ( Peterson's, 2013 ). But the data sources did not distinguish between physical education teaching majors and other kinesiology concentrations (e.g., sports medicine, exercise physiology/fitness). Statistics on the number of physical education teacher education programs and their quality based on the NASPE standards are needed.

The current wave of effort to curb physical inactivity among youth has begun to influence teacher education programs. According to a national survey study ( Kulinna et al., 2010 ), current teacher candidates believe that helping K-12 students become physically active and fit is the first priority of physical education, followed by helping them actualize their own goals, develop motor skills, and become responsible. These data appear to suggest that physical education teacher education programs are beginning to turn from a traditionally sports- and skills-centered model to a more comprehensive, physical activity– and health-centered model. This change is important in that the role of both current and future physical education teachers extends beyond merely teaching their classes to advancing public health goals ( McKenzie, 2007 ).

In many universities, however, teacher education programs in physical education have either been reduced or eliminated because of the decline in physical education requirements, which has resulted in a decrease in the number of physical education teachers being employed. Concomitantly, physical education teacher education programs are experiencing an unprecedented crisis. A recent report indicates that, in school year 2008–2009, only 23 doctorate-granting kinesiology departments offered doctoral programs that were training future teacher educators ( Boyce and Rikard, 2011a ). A total of 140 doctoral students were receiving training offered by 114 professors (including part-time), and 11 percent of those professors were planning to retire. Boyce and Rikard (2011a) report that in the past 13 years, 479 doctoral students graduated as physical education teacher educators—36.8 each year on average—89 percent of whom were able to find positions in colleges and universities. During the same period, 61 positions were open, only 39 of which were filled (64 percent), with an applicant pool of 38 candidates with earned degrees and 13 who completed the doctoral course-work but did not complete the dissertation research ( Boyce and Rikard, 2011b ). Clearly there is a shortage of physical education teacher educators in higher education institutions. Because of a lack of national tracking data on physical education graduates, the extent to which the teacher educator shortage has impacted and will impact the need to supply quality physical education teachers to the nation is unclear.

Professional Development

In all educational settings, professional development for teachers and administrators is a continuous process of acquiring new knowledge and skills that relate to an educator's profession or academic subject area, job responsibilities, or work environment. Professional development is essential for improving classroom instruction and student achievement ( Ball and Cohen, 1999 ; Cohen and Hill, 2000 ). Through a variety of delivery methods, professional development activities may include credit or noncredit courses, classroom or online venues, workshops, seminars, teleconferences, and webinars, with the ultimate goal of improving the delivery of instruction to enhance student achievement.

Yoon and colleagues (2007) assert that a strong link exists among professional development, teacher learning and practice, and student achievement. Figure 5-1 , which aligns with the research on effective professional development ( Kennedy, 1998 ; Loucks-Horsley and Matsumoto, 1999 ; Cohen and Hill, 2000 ; Garet et al., 2001 ; Fishman et al., 2003 ; Guskey and Sparks, 2004 ), illustrates how (1) professional development enhances teacher knowledge and skills, (2) better knowledge and skills improve classroom teaching, and (3) improved teaching raises student achievement.

Logic model of the impact of professional development on student achievement.

The most impactful statement of government policy on the preparation and professional development of teachers was the 2002 reauthorization of the Elementary and Secondary Education Act ( Whitehurst, 2002 ), known as the No Child Left Behind Act. While Title I of the act places highly qualified teachers in the classroom, Title II addresses the same goal by funding professional development for teachers. The importance of quality professional development is well documented in the act.

Professional development, according to the No Child Left Behind Act, should be offered to improve teachers' knowledge of the subject matter they teach, strengthen their classroom management skills, advance their understanding and implementation of effective teaching strategies, and build their capabilities to address disparities in education. The act states that high-quality professional development programs should have the characteristics listed in Box 5-9 .

Characteristics of a High-Quality Professional Development Program. It is sustained, intensive, and content-focused to have a positive and lasting impact on classroom instruction and teacher performance. It is aligned with and directly related to state (more...)

Although there is a substantial literature on professional development, only a few high-quality studies relate teachers' professional development experiences to student outcomes. Recommendations for high-quality professional development tend to emphasize the importance of intense, content-focused experiences, as well as opportunities for peer collaboration and structured induction experiences for new teachers. Wiley and Yoon (1995) and Kennedy (1998) suggest that teaching practice and student achievement are likely to improve when professional development is focused on academic content and curriculum that are aligned with standards-based reform.

Kulinna (2012) used Guskey and Sparks' (2004) Model of Teacher Change to determine whether students' physical activity and BMI changed after their teacher underwent a 1-year professional development program. Significant increases in students' physical activity levels were found, but no significant changes in BMI. Looking at the effect of professional development on changes in behavior among physical education teachers, Martin and colleagues (2008) found that, following a variety of professional development experiences and follow-up sessions, teachers showed increases in their efficacy in attaining motor skills objectives, physical activity and fitness knowledge objectives, and personal and social objectives. These results lend support to the value of professional development in enhancing teachers' perceptions of self-efficacy for teaching the curriculum. McCaughtry and colleagues (2006) explored the factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Results indicated that after teachers completed professional development the resources they gained enabled them to improve their instruction by teaching more content, maximizing student learning opportunities, teaching diverse learners, teaching to development, and increasing classroom safety.

Learning Forward (formerly known as the National Staff Development Council) provides research-based guidelines to assist districts in aligning local professional development programs with qualitative standards. Its Standards for Professional Learning were revised in 2011 and are guided by the relationship between professional learning and student results (see Box 5-10 ). According to Learning Forward (2012) :

Standards for Professional Learning. Learning communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and (more...)

• When professional learning is standards based, it has greater potential to change what educators know, are able to do, and believe.
• When educators' knowledge, skills, and dispositions change, they have a broader repertoire of effective strategies to use in adapting their practices to meet performance expectations and students' learning needs.
• When educator practices improve, students have a greater likelihood of achieving results.
• When student results improve, the cycle repeats for continuous improvement.
• Professional learning standards provide a foundation on which to design professional learning experiences at the district or school level that will assist educators in acquiring the necessary knowledge, skills, and tools.

As a recognized means of providing physical education teachers with the tools necessary to enhance student achievement, quality professional development should be provided on a regular basis with follow-up support, along with a method for determining its effectiveness in meeting both curricular and pedagogical standards. Furthermore, to enhance the fitness achievement of students, school-based professional development should provide instruction on the integration of fitness testing into a curriculum and should include training in protocols, the interpretation and communication of results, and the setting and achievement of fitness goals and recommendations for developing healthy living habits for both students and their parents ( IOM, 2012a ).

• POLICIES THAT AFFECT THE QUALITY OF PHYSICAL EDUCATION

Instructional opportunities for physical activity and physical education are mandated by most states. In comparison with data prior to 2006, more states have developed mandates for physical education at both the elementary and secondary school levels. However, most mandates lack a specified time allocation that ensures meeting the NASPE recommendation of 150 and 225 minutes per week for elementary and secondary schools, respectively ( McCullick et al., 2012 ), despite the fact that physical education has been considered a cornerstone for developing schoolwide multicomponent interventions to address the issue of physical inactivity in schools. Some obstacles to the implementation of quality physical activity are listed in Box 5-11 .

Obstacles to Implementation of Quality Physical Education. Class periods dedicated to physical education are declining at all school levels. Existing discrepancies between policy and implementation with respect to specific time allocation contribute to (more...)

According to Title IX of the No Child Left Behind Act (Part A Sec 9101–11), core academic subjects include “English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.” If physical education were designated as a core academic subject, it would receive much-needed policy attention that would enhance its overall quality with respect to content offerings, instruction, and accountability. In support of the inclusion of physical education as a core subject, Senator Tom Udall (D-NM) reintroduced the Promoting Health for Youth Skills in Classrooms and Life (PHYSICAL) Act on February 27, 2013, to support and encourage the health and well-being of elementary and secondary school students.

With physical education not being considered a core subject, and amid growing concern regarding the increase in childhood obesity and physical inactivity, several national studies and reports have emphasized the importance of implementing state statutes, laws, and regulations both mandating time requirements for physical education and monitoring compliance. Yet although several national governmental, nongovernmental, private industry, and public health organizations have recommended specific day and time/minute requirements for physical education, no standardized state policy has emerged.

Analysis of State Statutes and Administrative Codes

In the United States, school policies on curriculum and school-based activities are determined by local education agencies according to state laws governing educational activities. Decisions about what to teach, who will teach it, and what level of resources will be provided are made by the state, county or district, and school administration. To better understand the status of state statutes, administrative codes, and policies impacting physical education in schools, the committee analyzed NASBE's State School Health Policy Database ( NASBE, 2012 ; www.nasbe.org/healthy_schools [accessed February 1, 2013]). Of importance to this analysis is the distinction made between state statutes and administrative codes, which accords with the definition proffered by Perna and colleagues (2012) : “At the state level, the 2 primary official public policy levers referred to as ‘codified law’ used for developing school-based physical education policy are 1) statutory laws (laws enacted by the given State legislature); and 2) administrative laws (rule and regulations by state executive branch agencies, such as the Department of Education)” (p. 1594). A second point to note is that in descriptions of physical education graduation requirements, it is impossible to differentiate among “credit,” “Carnegie unit,” and “course” so as to determine the exact time requirements for graduation.

Using the NASBE database, the committee performed an overall analysis of policies on physical education and physical activity of the 50 states and the District of Columbia. The analysis revealed that 45 states (88 percent) mandate physical education; 22 states (23 percent) require it with mandatory minutes, while 25 states (49 percent) have no mandatory minutes and 4 (0.07 percent) leave the required number of minutes up to local decision makers. A majority of states allow for waivers or substitutions for physical education (see the discussion below). Fitness assessment is required in 15 states (29 percent), and other curricular assessments are required in 4 states (0.07 percent). Twenty-six states (53 percent) require physical education grades to be included in a student's grade point average. Forty-three states (84 percent) require some degree of physical education for high school graduation, with a range of 0.5 to 3.75 credits. One state (0.02 percent) requires K-12 physical education but does not require 4 years of physical education for high school graduation.

Although no federal policies requiring physical education presently exist, the above evidence shows that the majority of states require physical education. However, the number of days and time required vary greatly by state and local school district, as does the amount of physical education required for high school graduation. Given the reduced time for physical activity in school through recess, and absent the implementation of stronger policies, schools have not only the opportunity but also the responsibility to nurture in youth the skills, knowledge, and confidence to develop and maintain a healthy lifestyle. The consensus among states indicated by the mandates for physical education summarized above, together with the discrepancies in specific policies, may suggest the need for general guidelines or a federal-level mandate that can serve to guide a collective effort to address the prevalence of childhood inactivity and obesity.

Policies That Support Physical Education

In addition to policies that directly require offering physical education in schools, other policies support physical education opportunities in schools. In 2004 the U.S. government issued a mandate, under the Child Nutrition and WIC Reauthorization Act of 2004, requiring school districts that receive funds under this act to establish local school wellness policies. These policies were to include provisions for physical activity and healthy eating, thus expanding schools' responsibility for providing physical activity to school-age children. The enactment of this mandates made schools “the central element in a community system that ensures that students participate in enough physical activity to develop healthy lifestyles” ( Pate et al., 2006 , p. 1215). Several government agencies and organizations have recommended embedding a specific number of days and minutes of physical education into each school's or district's wellness policy. Although school districts are required to include goals for physical activity in their local school wellness policies, they are not required to address physical education specifically.

Policies That Hinder Physical Education

Some policies have contributed to the substantial reduction in the opportunities for school-age children to be physically active, such as by shortening or eliminating physical education classes. These reductions can be attributed to budget cuts and increased pressure for schools to meet academic standards imposed by the federal government.

No Child Left Behind Act

The No Child Left Behind Act of 2001 requires that states develop assessment and accountability measures to verify performance improvements in the subject areas of reading and mathematics (P.L. No. 107-110, Section 115). Specifically, federal funding is now dependent on schools making adequate progress in reading and mathematics. No Child Left Behind requires all public schools receiving federal funding to administer statewide standardized annual tests for all students. Schools that receive Title I funding through the Elementary and Secondary Education Act of 1965 must make adequate yearly progress in test scores (e.g., each year 5th graders must do better on standardized tests than the previous year's 5th graders). If required improvements are not made, schools are penalized through decreased funding. If a school produces poor results for 2 consecutive years, improvement plans must be developed for the school. If a school does not make adequate progress for 5 consecutive years, a full restructuring of the school is mandated.

Under the act, physical education, music, and art are considered “nonessential” subjects and are not a main focus of the school learning environment. In response to the act, schools have devoted more time in the school day to instruction in reading and mathematics. Since the act was passed, 62 percent of elementary schools and 20 percent of middle schools have increased instructional time in reading/language arts and mathematics ( Center on Education Policy, 2008 ). Unfortunately, 44 percent of school administrators reported that these increases in instructional time for reading and mathematics were achieved at the expense of time devoted to physical education, recess, art, music, and other subjects ( Center on Education Policy, 2007 , 2008 ) (see Table 5-2 ).

Changes in Time Allocation in Elementary Schools Since 2001–2002.

The emphasis on high-stakes testing and pressure for academic achievement in the core subjects has had unintended consequences for other subjects throughout the school day. In developing master schedules, school site administrators have been forced to make difficult decisions regarding the allotment of time for “nonessential” subjects. The average reduction in instructional time in these “nonessential” subjects has been 145 minutes per week. As discussed earlier, however, no evidence suggests that physical education and physical activity have a negative effect on student achievement or academic outcomes ( CDC, 2010 ). On the contrary, positive academic-related outcomes (e.g., improved on-task classroom behavior, cognitive development, academic performance) have been associated with physical education and physical activity (see Chapter 4 ).

The Center on Education Policy (2007) conducted an analysis of 2006–2007 survey data from 349 school districts on the amount of time devoted to specific subjects to determine the impact of the No Child Left Behind Act. Shifts in instructional time toward English language arts and mathematics and away from other subjects were relatively large in a majority of school districts that made these types of changes. Sixty-two percent of districts reported increasing time in elementary schools in English language arts and/or mathematics since 2001–2002. A higher proportion of urban districts (76 percent) than rural districts (54 percent) reported such increases.

Districts that increased instructional time for English language arts and/or mathematics did so by 43 percent on average. Districts that also reduced instructional time in other subjects reported total reductions of 32 percent, on average. Eight of 10 districts that reported increasing time for English language arts did so by at least 75 minutes per week, and more than half (54 percent) did so by 150 minutes or more per week. Among districts that reported adding time for mathematics, 63 percent added at least 75 minutes per week, and 19 percent added 150 minutes or more per week.

Most districts that increased time for English language arts or mathematics also reported substantial cuts in time for other subjects or periods, including social studies, science, art and music, physical education, recess, and lunch. Among the districts that reported both increasing time for English language arts or mathematics and reducing time in other subjects, 72 percent indicated that they reduced the time for one or more of these other subjects by a total of at least 75 minutes per week. For example, more than half (53 percent) of these districts cut instructional time by at least 75 minutes per week in social studies, and the same percentage (53 percent) cut time by at least 75 minutes per week in science ( Center on Education Policy, 2007 ).

Districts that reported an increase in instructional time for elementary school English language arts spent an average of 378 minutes per week on this subject before No Child Left Behind was enacted. After the act became law, they spent 520 minutes per week. The average increase for English language arts was 141 minutes per week, or a 47 percent increase over the level prior to the act ( Center on Education Policy, 2007 ; see district survey items 18 and 19 in Table IT-18A). Table 5-3 shows the specific amounts of time cut from various subjects in districts that reported decreases.

Time Cut from Subjects or Periods in Districts Reporting Decreases in Instructional Time.

Districts with at least one school identified as “in need of improvement” under the act were far more likely than districts not in need of improvement to decrease time in certain subjects so as to devote more time to English language arts and mathematics (78 versus 57 percent). For example, 51 percent of districts with a school in need of improvement reported decreased time in social studies, compared with 31 percent of districts with no school in need of improvement ( Center on Education Policy, 2007 ).

Exemptions from Physical Education Requirements

The 2012 Shape of the Nation Report includes documentation of the multiple reasons students may be exempt from physical education classes. Thirty-three states permit school districts or schools to allow students to substitute other activities for physical education. The most common substitutions are Junior Reserve Officer Training Corps (JROTC), inter-scholastic sports, marching band, cheerleading, and community sports. Twenty-eight states allow schools and school districts to grant exemptions/waivers from physical education time or credit requirements. Reasons for exemptions/waivers include health, physical disability, religious belief, and early graduation; six states leave the reasons to the local schools or school districts. Although it would seem reasonable that some substitution programs such as JROTC or cheerleading might accrue physical activity comparable to that from physical education, these programs do not necessarily offer students opportunities to learn the knowledge and skills needed for lifelong participation in health-enhancing physical activities. Research on the impact of exemptions/waivers from physical education is lacking. No evidence currently exists showing that students receive any portion of the recommended 60 minutes or more of vigorous- or moderate-intensity physical activity through substituted activities sanctioned by their schools.

• BARRIERS TO QUALITY PHYSICAL EDUCATION AND SOLUTIONS

Barriers other than the policies detailed above hinder efforts to improve and maintain high-quality physical education. This section reviews these barriers, along with some solutions for overcoming them.

Morgan and Hanson (2008) classify barriers that hinder schools from implementing quality physical education programs as either institutional (outside the teacher's control) or teacher related (arising from teacher behavior). Table 5-4 lists institutional and teacher-related as well as student-related barriers identified by various authors.

Barriers to the Delivery of Physical Education and Physical Activity Programs to Primary and Secondary School Students.

Dwyer and colleagues (2003) examined Toronto teachers' perspectives on why children were not engaged in daily physical education. They identified three categories of barriers: lower priority for physical education relative to other subjects, lack of performance measures for physical activity, and lack of sufficient infrastructure. Jenkinson and Benson (2010) surveyed 270 secondary school physical education teachers in Victoria, Australia, and asked them to rank order the barriers they perceived to providing quality physical education. The results are shown in Table 5-5 . The institutional barriers listed in this table are similar to those identified for U.S. schools in Table 5-4 .

Physical Education Teachers' Ranking of Barriers to Providing Quality Physical Education (PE) in Victorian State Secondary Schools.

Jenkinson and Benson (2010) also presented teachers with a list of barriers to student participation in physical education and physical activity in three categories: institutional, teacher-related, and student-related. The teachers were asked to rank the top five barriers they perceived. Results are presented in Table 5-6 .

Perceived Barriers to Student Participation in Physical Education and Physical Activity in Victorian State Secondary Schools: Physical Education Teachers' Ranking (from most [“5”] to least [“1”] influential).

Finally, Gallo and colleagues (2006) found that the greatest process barriers to assessing students in physical education were grading students on skill levels and abilities; time constraints; class size; and record keeping, especially when assessing students on skills, cognitive knowledge, and fitness.

Two key barriers to physical education identified in the studies summarized above are staffing and funding. These barriers reflect a lack of support structure in schools for quality physical education.

As noted earlier in this chapter, physical education is short staffed. State mandates have placed pressure on schools to preserve instructional resources for the high-stakes tested core subject areas at the expense of non-core subjects. For example, when a state mandates a maximum class size of 20 students per teacher in all core subjects, with noncompliance resulting in some form of penalty, an elementary school with an average of 25 students per teacher is forced to hire additional teachers in these subjects to meet the state mandate. Consequently, the school must shrink its teaching force in noncore subjects, such as physical education, to balance its budget. If noncore classes are to be preserved, their class sizes must increase, with fewer teachers serving more students. As a result, it becomes difficult to implement a quality program, and physical education teachers perceive their programs as being undervalued.

According to the Government Accountability Office report K-12 Education: School-Based Physical Education and Sports Programs ( GAO, 2012 ), school officials cite budget cuts and inadequate facilities as major challenges to providing physical education opportunities for students. Budget cuts have affected schools' ability to hire physical education teachers, maintain appropriate class sizes, and purchase sufficient equipment. As noted earlier, lack of equipment and limited access to facilities are cited as top barriers in the study by Jenkinson and Benson (2010) (see Tables 5-5 and 5-6 ). Limited budgets have a negative impact on a school's ability to purchase enough physical education equipment to engage all students in increasingly large class sizes and cause physical education teachers to abandon quality evidence-based physical education programs and resort to large-group games and “throw out the ball” activities. Students disengaged as a result of such practices may prefer sedentary activities to more active lifestyles. A NASPE (2009a) survey found that the median physical education budget for physical education programs nationally was $764 per school ($460 per elementary school, $900 per middle school, and $1,370 per high school).

Solutions for Overcoming the Barriers

For many adolescents who have few opportunities to be active outside of the school day, quality physical education becomes the only option for physical activity. For students in large urban communities, physical education classes serve as a safe environment in which to be physically active under adult supervision in a structured environment. For students with disabilities in particular, physical education classes are one of the only outlets for physical activity. For these reasons, it is crucial to overcome the above barriers to quality physical education. Some school districts have found ways to do so and provide robust physical education programs.

The barrier of limited time during the school day can be overcome through creative scheduling that makes use of every minute of the day in a constructive manner. For example, Miami-Dade County Public Schools is the fourth largest school district in the United States, in a large urban minority-majority community with large budgetary shortfalls and attention in schools being diverted to academic requirements. Yet the district has always had daily physical education in its elementary schools taught by a certified physical education teacher. This is accomplished by scheduling physical education during the classroom teacher's planning time. In addition, students receive school board–mandated recess for either 20 minutes two times per week or 15 minutes three times per week. Figures 5-2 and 5-3 show examples of elementary school teacher schedules that demonstrate how 150 minutes of time for physical education can be incorporated successfully into any master schedule.

Example of a schedule demonstrating time for 150 minutes per week of physical education. NOTE: Sample is taken from a teacher schedule in a traditional elementary school. SOURCE: Large Urban Public School District, Miami-Dade County Public Schools.

Example of a schedule demonstrating time for 150 minutes per week of physical education. NOTES: Sample is taken from a teacher schedule in a combination special education and disabilities (SPED)/Spanish-language elementary class. PE = physical education; (more...)

Other positive examples, identified in the report Physical Education Matters ( San Diego State University, 2007 ), include successful case studies from low-resource California schools. The report acknowledges, however, that advancing such opportunities will require policy changes at the state, district, and local levels. These changes include securing grant funds with which to implement high-tech physical education wellness centers, staff commitment to professional development, administrative support, physical education being made a priority, community support, use of certified physical education teachers, and district support. Identifying the need to reform physical education guided by evidence-based findings, the report concludes that (1) curriculum matters, (2) class size matters, (3) qualified teachers matter, (4) professional development matters, and (5) physical environment matters. If programs are to excel and students are to achieve, delivery of the curriculum must be activity based; class sizes must be commensurate with those for other subject areas; highly qualified physical education specialists, as opposed to classroom teachers, must be hired to deliver instruction; professional development in activity-focused physical education must be delivered; and school physical education facilities, such as playing fields and indoor gym space and equipment, must be available.

A separate report, Physical Education Matters: Success Stories from California Low Resource Schools That Have Achieved Excellent Physical Education Programs ( San Diego State University, 2007 ), notes that when funding from a variety of grant resources, including federal funding, became available, schools were able to transition to high-quality programs using innovative instructional strategies. Those strategies included wellness centers and active gaming, which engaged students in becoming more physically active. Administrative support was found to be a key factor in turning programs around, along with staff commitment and professional development. Having certified physical education teachers and making physical education a priority in the schools were other key factors. External factors further strengthened programs, including having school district support, having a physical education coordinator, and using state standards to provide accountability. Additional ways to overcome the barriers to quality physical education include scheduling time for physical education, ensuring reasonable class size, providing nontraditional physical education activities, making classes more active and fun for all students, and acknowledging the importance of role modeling and personal investment and involvement in participation in physical activity among staff.

Still another way to overcome the barriers to quality physical education is to assist administrative decision makers and policy makers in understanding the correlation between physical education and academic achievement (see Chapter 4 ). The report Active Education: Physical Education, Physical Activity and Academic Performance by Active Living Research ( Trost, 2009 ) cites evidence that “children who are physically active and fit tend to perform better in the classroom and that daily physical education does not adversely affect academic performance. Schools can provide outstanding learning environments while improving children's health through physical education.” The findings reported include the following (p. 6):

• “In some cases, more time in physical education leads to improved grades and standardized test scores.”
• “Physically active and fit children tend to have better academic achievement.”
• “Evidence links higher levels of physical fitness with better school attendance and fewer disciplinary problems.”
• “There are several possible mechanisms by which physical education and regular physical activity may improve academic achievement, including enhanced concentration skills and classroom behavior.”
• “Additional research is needed to determine the impact of physical activity on academic performance among those children who are at highest risk for obesity in the United States, including black, Latino, American Indian and Alaska Native, and Asian-American and Pacific Islander children, as well as children living in lower-income communities.”

Physical education is a formal content area of study in schools, it is standards based, and it encompasses assessment according to standards and benchmarks. Select curriculum-based physical education programs have been described in this chapter to show the potential of high-quality physical education in developing children into active adults. Such models provide the only opportunity for all school-age children to access health-enhancing physical activities. Curriculum models for physical education programs include movement education, which emphasizes the importance of fundamental motor skills competence as a prerequisite for engagement in physical activity throughout the life span; sport education, which emphasizes helping students become skillful players in lifetime sports of their choosing; and fitness education, which imparts physical fitness concepts to students, including the benefits and scientific principles of exercise, with the goal of developing and maintaining individual fitness and positive lifestyle change. The emergence of a technology-focused fitness education curriculum and the new Presidential Youth Fitness Program offer further motivational opportunities for students to engage in lifelong physical activities.

Because quality physical education programs are standards based and assessed, they are characterized by (1) instruction by certified physical education teachers, (2) a minimum of 150 minutes per week for elementary schools and 225 minutes per week for middle and high schools, and (3) tangible standards for student achievement and for high school graduation. Quality professional development programs are an essential component for both novice and veteran teachers to ensure the continued delivery of quality physical education.

An analysis of datasets from NASPE, NASBE, and Bridging the Gap reveals that the implementation of supportive physical education policies varies from state to state and from school to school. Since passage of the No Child Left Behind Act in 2001, several studies and reports have identified a decline in physical education resulting from the shifting of time to academic subjects. Because physical education is not a high-stakes tested content area, the implementation of supportive policies often is hindered by other education priorities. Although the above analysis indicates that 30 states (74.5 percent) mandate physical education, most policies do not require specific amounts of instructional time, and more than half allow for waivers or exemptions. In addition, an unintended consequence of the No Child Left Behind Act has been disparities in access to physical education and physical activity opportunities during the school day for Hispanic students and those of lower socioeconomic status. In high school, relying on students to elect physical education after meeting the minimum required credit hours (one credit in all states but one) appears to be unfruitful.

Strengthening of school physical education has received support from the public, health agencies, and parents. Parents recently surveyed expressed favorable views of physical education. Specifically:

• A majority of parents (54–84 percent) believe that physical education is at least as important as other academic subjects ( CDC, 2010 ).
• Ninety-one percent believe that there should be more physical education in schools (Harvard School of Public Health, 2003).
• Seventy-six percent think that more school physical education could help control or prevent childhood obesity ( NASPE, 2009a ).
• Ninety-five percent believe that regular daily physical activity helps children do better academically and should be a part of the school curriculum for all students in grades K-12 ( NASPE, 2003 ).

Additionally, many public and private organizations have proposed initiatives aimed at developing a comprehensive school-based strategy centered on curriculum physical education. As the largest institution where children spend more than half of their waking hours on school days, schools can play a pivotal role in increasing students' physical activity levels by providing access for all to quality physical education, along with physical activities throughout the school environment, the subject of Chapter 7 .

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Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study

• Alexis A. Wright 1 ,
• Dominique Reynolds 1 &
• Megan Donaldson 2  

BMC Medical Education volume  24 , Article number:  481 ( 2024 ) Cite this article

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Metrics details

Health equity is a common theme discussed in health professions education, yet only some researchers have addressed it in entry-level education.

The purpose of this study is to serve as an educational intervention pilot to 1) evaluate students’ perception of the effectiveness of the DPT program in providing a foundation for health equity education, with or without the benefit of a supplemental resource and 2) establishing priorities for the program related to educating students on health inequities in physical therapy clinical practice.

A mixed method design with a focus-group interview was utilized to explore students’ perceptions of the DPT program's commitment to advancing health equity.

A three-staged sequential mixed methods study was conducted. Stage 1 began with quantitative data collection after completing the DEI Bundle utilizing the Tripod DEI survey. Stage 2 involved identifying themes from the Tripod Survey data and creating semi-structured interview questions. Stage 3 consisted of a focus group interview process.

A total of 78 students completed the Tripod DEI survey upon completing 70% of the curriculum. Thirty-five students, eight core faculty, 13 associated faculty, and four clinical instructors completed the APTA DEI Bundle Course Series. According to the Tripod DEI Survey results, program stakeholders found the program’s commitment to DEI and overall climate to be inclusive, fair, caring, safe, welcoming, and understanding of individuals from different backgrounds, including a sense of student belonging where students feel valued and respected. Three themes emerged from the qualitative focus group interviews, including the value of inclusivity, health equity curricular foundations, and DEI in entry-level DPT education.

Conclusions

This study highlights the value of incorporating health equity and DEI topics into curricula while fostering an incluse program culture.

Peer Review reports

Introduction

Racial and ethnic disparities in healthcare are a longstanding and well-documented crisis in the United States [ 1 ]. A strategic goal of the American Physical Therapy Association (APTA) is to increase diversity, equity, and inclusion within the profession to serve society's health better. At its core, physical therapy is rooted in optimizing overall health and decreasing preventable illness and injury. Additionally, physical therapists are trained to be adaptive and respond to patients' social and environmental influences that impact health outcomes. These foundational traits uniquely position healthcare providers with the skills to respond to health inequities. Education and training for health providers are rarely studied to determine the effectiveness or implementation of the educational training [ 1 , 2 ]. Specifically, diversity, equity, and inclusion (DEI) education training provides a basis to confront systemic racism and improve health equity, and physical therapy programs are being called to action [ 2 ]. However, the measurement of learners’ awareness and perceived effectiveness of educational interventions has lagged [ 1 ].

The literature review on this topic includes a study by the Institute of Medicine (IOM), which has provided recommendations for addressing and eliminating racial/ethnic disparities in healthcare. These recommendations include increasing healthcare providers’ awareness of racial/ethnic disparities in healthcare and educating health providers on health disparities, cultural competence, and the impact of race/ethnicity on clinical decision-making [ 3 ] A developing entry-level Doctor of Physical Therapy program intentionally designed curricula aligned with the IOM recommendations. Curricular topics were informed by the Clinical Prevention and Population Health Curriculum Framework, a product of the Healthy People Curriculum Task Force established in 2002 by the Association for Prevention Teaching and Research (APTR) [ 4 ]. Knowledge-based activities were designed to further awareness and understanding of the social determinants of health, health prevention, cultural awareness, health inequities, healthcare accessibility, systems thinking, and implicit and explicit bias among entry-level DPT students. The theoretical framework of the DPT curriculum is based on a theoretical framework of constructivism, which refers to the belief that learners actively construct knowledge by linking new information to what they have previously learned and by incorporating new experiences into their knowledge base and that learners’ knowledge structures are continually constructed and reconstructed [ 5 ].

Additionally, co-curricular educational activities were promoted throughout the program.

The theoretical framework for co-curricular educational activities is based on relational learning. Specifically, this model has been used for health promotion and inclusion [ 6 , 7 ]. The co-curriculum does what the standard academic curriculum generally does not: it is developmental, transformative, and future-focused. For example, as a program, sessions were provided for learners to attend speaker sessions on DEI topics, apply for leadership roles (including the Diversity, Equity, and Anti-Racism (DEAR) Council), and engage in service activities, all grounded in an expectation of professional behaviors that encourage intellectual discussions on complex topics in an environment free of criticism, discrimination, harassment or any other emotional or physical harm.

The purpose of this study is to serve as an educational intervention pilot to 1) evaluate students’ perceptions of the effectiveness of the DPT program in providing a foundation for health equity education, with or without the benefit of a supplemental resource, and 2) establish priorities for the program related to educating students on health inequities in physical therapy clinical practice.

Materials and methods

Participants and study design.

Determining the research question(s) is vital in the mixed research process. Research questions are pivotal in the mixed research process, which is interactive, emergent, fluid, and evolving [ 8 ]. As Leech and Onwuegbuzie [ 8 ] defined, “mixed methods research questions combine or mix both the quantitative and qualitative research questions necessitating the resulting data be collected and analyzed.” Mixed research sampling designs can be classified according to (a) the time orientation of the components (e.g., whether the qualitative and quantitative phases occur concurrently or sequentially) and (b) the relationship of the qualitative and quantitative samples (e.g., identical vs. parallel vs. nested vs. multilevel).

Design:  To address the objectives of this study, a partially mixed-method design with a sequential and nested relationship was selected. The nested structure implies that individuals chosen for one phase of the study (qualitative focus group interviews) constitute a subset of those selected in the preceding phase (participants in the quantitative surveys) [ 8 , 9 ]. Nonetheless, qualitative and quantitative research methodologies hold equal significance in this study's design and analytical approach.

Sampling Strategy: Participant enrichment refers to the mixing of qualitative and quantitative techniques for the rationale of optimizing the sample. Beginning with Phase 1, a total of 153 participants, including students (81) from the Class of 2022 (as pre-professionals) and 2) program faculty (16), associated faculty (36), and clinical instructors (20) (as post-professionals) were offered the option to participate in this mixed methods study. An email describing the purpose of the study was sent to all participants.

Within mixed-method designs, instrument fidelity is essential and used by researchers to maximize the appropriateness and utility of the quantitative and qualitative instruments used in the study. These included the Tripod DEI survey, the APTA Diversity, Equity, and Inclusion (DEI) Bundle, and the qualitative semi-guided interview process. Stage 1 began with quantitative data collection after completing the Diversity, Equity, and Inclusion Bundle utilizing the Tripod DEI survey. Stage 2 involved identifying themes from the Tripod Survey data and creating semi-structured interview questions. Stage 3 consisted of the focus group interview process. See further details outlining the timeline and phases of the study in Fig.  1 . Timeline and Process for Study.

Timeline and Process for Study

The research implementation began with the quantitative survey, in which all students were surveyed using the Tripod DEI survey, which was deployed after semester 4 of the program, reflecting 70% completion of the curriculum [ 10 ]. Students were allowed to participate in the voluntary, supplementary APTA DEI Bundle beginning in Semester 5 [ 11 ]. Before participating in the APTA DEI Bundle, the Tripod DEI Survey was readministered to all students, program faculty, associated faculty, and clinical instructors who elected to participate [ 10 ]. Following completion of the APTA DEI Bundle, the Tripod DEI Survey was readministered a second time to all students, program faculty, associated faculty, and clinical instructors who completed the APTA DEI Bundle course series [ 10 , 11 ]. The pre-test and post-test methodologies explored differences between adding the American Physical Therapy Association DEI Bundle to the program’s curriculum and co-curricular activities [ 11 ].

The study commenced once approval to conduct it was obtained from the Institutional Review Board at the university. After the submission was reviewed, the Tufts University IRB office determined that the proposed activity was not deemed human research as defined by DHHS and FDA regulations. (IRB ID:STUDY00002820).

Research planning: quantitative study instrument

Tripod Education Partners works with programs to gather, organize, and report on student and teacher perspectives [ 10 ]. The Tripod DEI survey captures student perceptions of how diversity, equity, and inclusion issues play out in their school. The survey collects feedback from teachers about their experiences as teachers and perspectives about strengths and opportunities for improvement. Permission and funding for survey distribution were obtained before disseminating the survey.

The survey consisted of a total of 38 questions with eight distinct measures including 1) School commitment to DEI ( N  = 3), 2) School climate overall ( N  = 4), 3) School climate for DEI ( N  = 4), 4) Classroom teaching supporting DEI ( N  = 7), 5) Co-Curricular activities supporting DEI ( N  = 3), 6) Everyday discrimination by students ( N  = 6), 7) Everyday discrimination by teachers ( N  = 6), 8) Meaningful interactions across difference N  = 5) (Tripod Education Partners,2019). School commitment to DEI is scored on a Likert scale from 1 (totally untrue) to 5 (totally true). School climate overall and DEI are scored as ordinal variables, with 2 being more favorable. Classroom teaching supporting DEI is scored on a Likert scale from 1 (none) to 5 (all). Co-curricular activities supporting DEI is scored on a Likert scale from 1 (my school doesn’t sponsor things like this) to 6 (very often). Everyday discrimination by students and teachers and meaningful interactions across differences are scored on a Likert scale from 1 (never) to 5 (very often).

The “overall sense of belonging” ( N  = 3) was scored on a Likert scale from 1 (totally untrue) to 5 (totally true).

The Tripod DEI survey development shows good construct validity and internal consistency [ 10 ]. Diverse student populations are at the center of the survey. Reports disaggregate findings by social identities across various groups, including but not limited to race, gender, and socioeconomic status. This breakdown allows programs to pinpoint groups of students reporting less-than-positive experiences and take action to address their needs.

Research planning: description of the DEI training bundle

The optional training program was conducted through asynchronous electronic delivery of the APTA DEI bundle [ 11 ]. This program is a three-part series exploring foundational concepts related to diversity, equity, and inclusion and is led by Diana Lautenberger, MA, co-lead of the American Medical Colleges' leadership development seminar program. The three-part series utilizes a highly reflective approach whereby participants learn about identity, privilege, bias, and allyship as foundational pillars to achieving DEI. In addition, participants engage in self-reflection throughout the series to apply concepts to their clinical and personal lives to create more respectful and inclusive environments.

The series consists of three two-hour sessions: Part 1 – Unconscious Bias in the Health Professions; Part 2 – Power, Privilege, and Microaggressions; Part 3 – Responding to Microaggressions Through Allyship. The elements of this bundle listed objectives for the learners to 1) understand how their various identities carry social capital or power, 2) describe aspects of a dominant culture that advantage some and disadvantage others, and 3) utilize allyship and bystander intervention strategies that reduce harm to create more respectful and inclusive environments [ 11 ]. This program requires the completion of an assessment from the training. Viewers who completed all three sessions and scored at least 70% on each session's assessment (built into the modules) were also allowed to earn 0.6 CEUs (six contact hours) and a certificate of completion.

Research planning: qualitative focus group interviews

Using an explanatory sequential mixed methods study, the qualitative portion aimed to further understand the students’ perceptions, establish priorities for the program related to educating students on health inequities in physical therapy clinical practice, and evaluate the effectiveness of adding the DEI Bundle. Based on the results of the quantitative portion of the study, two researchers created questions that would be used in the focus group interviews. The a priori semi-structured question guide in Table  1 was designed to allow emergent focus group discussion to explore concepts further.

Data analysis plan

Quantitative data collection and analysis.

The data analysis program IBM SPSS 28.0 was utilized to store and analyze data from the Tripod DEI survey. For all the Tripod DEI survey subscales, items were summed, and scores were calculated. Descriptive statistics were utilized to calculate means, standard deviations, and 95% confidence intervals for each of the eight domains and Overall Sense of Belonging. Paired sample t-tests were conducted to compare pre-test and post-test scores. Summary independent samples t-tests compared the entire sample data ( N  = 81) to the post-DEI Bundle Series data.

Qualitative data collection and analysis

The semi-structured focus group interview guide questions (Table  1 ) were designed after the quantitative data collection was completed, and the data assessment revolved around concepts collected from the survey data.

A variety of data collection strategies were used, including (a) a mixture of open- and closed-ended items within the questionnaires that guided the focus group interview process, (b) a mixture of a priori (from the quantitative results) and additional emergent/flowing focus-group strategies through a semi-guided interview process. The Standards for Reporting Qualitative Research (SRQR) checklist was utilized for reporting.

Given the small sample size, no statistical software was utilized. Coding was used to assign labels to data segments to capture their meaning and allow comparison to identify themes or patterns. Both researchers used qualitative content analysis to systematically categorize transcribed content into topic areas from the thick descriptions provided. Qualitative fields were created to organize data by topic counts of language content areas (such as “DEI” and “belonging” quotes). The preliminary or open coding was done first and then refined to a higher level to reflect broader categories. All coding stages were done separately and then together to ensure improved accuracy. Then, the researchers used the comparison analysis and consensus approach to categorize and interpret data to identify patterns and content themes during the analysis. The analysis used a matrix table as a visual spreadsheet, where the rows represented participants, and the columns represented codes identified.

Researcher characteristics and reflexivity: The background and experience of the researchers could have influenced the research as two of the researchers had routine involvement with the participants within the study. The same researchers that conducted the study design and implementation conducted the focus group interviews via Zoom while participants were on clinical rotations. The focus-group interviews were audio-recorded and transcribed by an administrative coordinator who supported the faculty and had limited student interactions during daily work.

Techniques to enhance trustworthiness: The research team, consistent throughout the study, undertook the quantitative and qualitative data analysis. To maintain objectivity, they devised a set of a priori questions for interviews, steering clear of leading inquiries or interpretations. Subsequently, they conducted content analysis directly from transcriptions. Reflexivity strategies encompassed credibility checks via member validation and a post-session peer debriefing (between researchers), ensuring accuracy in focus group interviews. The research coordinator, unbiased to quantitative analysis, remained uninvolved in question formulation, solely providing session transcriptions for analysis. Furthermore, thick descriptions were provided, and qualitative counts of language content areas were evenly applied to promote the transferability of qualitative findings. By integrating these measures, the study aimed to mitigate inherent limitations in its design and bolster the credibility, transferability, dependability, and confirmability of its qualitative research, thus enhancing the trustworthiness and reliability of its findings.

Quantitative analysis and results

A total of 78 students completed the Tripod DEI survey upon completing Semester 4 of the curriculum. A total of 42 students, eight core faculty, 16 associated faculty, and four clinical instructors elected to participate and complete the voluntary, supplementary pre-APTA DEI bundle Tripod DEI survey beginning Semester five. A total of 35 students, eight core faculty, 13 associated faculty, and four clinical instructors completed the APTA DEI Bundle Course Series. Thirty-two students, eight core faculty, 13 associated faculty, and four clinical instructors completed the post-APTA DEI Bundle Tripod DEI Survey.

Student results

Demographics of the full sample of 78 students can be found in Table  2 .

Survey results following the completion of Semester 4 are summarized below and reported as mean, standard deviation.

School Commitment to DEI (1 = totally untrue; to 5 = totally true)

Students generally found the program's commitment to DEI to be inclusive, fair, and understanding of individuals from different backgrounds (M = 4.1, SD = 0.9) or “mostly true”.

School Climate Overall (1 = less favorable; 2 = favorable)

Students reported the program's climate/culture as caring, respectful, safe, and welcoming (M = 2.0, SD = 0.1) where 2 is scored as caring, respectful, safe, and welcoming.

School Climate for DEI (1 = less favorable; 2 = favorable)

Students rated the program's climate/culture for DEI as “equally fair” to all students, regardless of their social identity (M = 1.9, SD = 0.2). This included questions related to race, ethnicity, sexual orientation, socioeconomic status, and gender where 2 is scored as equally fair to all students.

Classroom teaching Supporting DEI (1 = none; 5 = all)

Classroom teaching supporting diversity, equity, and inclusion rated “most but not all” (M = 4.1, SD = 0.8) faculty as having integrated material on different social identities, discussing issues of social inequality, and using student-centered teaching methods. This included questions related to helping students think about how to improve the world, leading discussions about why some people have difficult lives and other people have easier lives, connecting content from the classroom to problems or issues in the world as well as the student’s own life and interests, helping students think about how to improve other people’s lives, assigning readings or materials about people from different backgrounds or places, and taught about influential people from many different cultures.

Co-Curricular Activities Supporting DEI (1 = my school doesn’t sponsor things like this; 6 = very often)

With regards to co-curricular activities supporting diversity, equity, and inclusion, students reported on average that they “hardly ever” participated in a school-sponsored group for students of different racial, ethnic, socioeconomic, gender, sexual orientation, or ability groups; attended a school-sponsored event related to diversity, fairness, or inclusion; or participated in a program sponsored group working to make the world a better place (M = 3.3, SD = 1.0).

Everyday Discrimination by Students (1 = never; 5 = very often)

Students reported “never to hardly ever” regarding everyday discrimination by students regarding courtesy, respect, intelligence, being better than others, being bullied or threatened, and insults (M = 1.8, SD = 0.7).

Everyday Discrimination by Teachers (1 = never; 5 = very often)

Students reported “never to hardly ever” regarding everyday discrimination by faculty regarding courtesy, respect, intelligence, being better than others, being bullied or threatened, and insults (M = 1.4, SD = 0.6).

Meaningful Interactions Across Differences (1 = never; 5 = very often)

Students rated the program as “fairly often” with regards to meaningful interactions across differences, including honest discussions with other students whose religion was different from their own, whose families have more or less money than their own, whose culture is different from their own, and whose race is different from their own (M = 3.8, SD = 0.9).

Belonging (1 = totally untrue; 5 = totally true)

Finally, the students rated the program as “mostly true to totally true” concerning their sense of belonging in the program, whereby the student feels valued, respected, and a sense of belonging (M = 4.4, SD = 0.8).

Comparison of tripod survey pre-post

Thirty-two students elected to participate and complete the APTA DEI Bundle Series with completed pre- and post-Bundle Series survey data. Demographic information on student participation in the DEI Bundle can be found in Table  3 . After completing the APTA DEI Bundle Series, we found no significant difference in any of the eight domains or Sense of Belonging. We found no significant differences in any domain between the full sample ( N  = 78) and the post-DEI Bundle Series data sample ( N  = 32).

Post-professional stakeholder results

Twenty-five of our post-professional stakeholders elected to participate and complete the APTA DEI Bundle Series with completed pre- and post-Bundle Series survey data. After completing the APTA DEI Bundle Series, we found no significant difference in any of the eight domains or Sense of Belonging.

Similarly, the post-professional stakeholders generally found the program's commitment to DEI to be inclusive, fair, and understanding of individuals from different backgrounds (M = 4.2, SD = 1.2).

Post-professionals reported the program’s climate/culture overall as caring, respectful, safe, and welcoming (M = 2.0, SD = 0.0).

Post-professionals rated the program’s climate/culture for DEI as “equally fair” to all students, regardless of their social identity (M = 2.0, SD = 0.1). This included questions related to race, ethnicity, sexual orientation, socioeconomic status, and gender.

Classroom Teaching Supporting DEI (1 = none; 5 = all)

Post-professionals rated climate for DEI Classroom teaching supporting diversity, equity, and inclusion rated “most but not all faculty” (M = 3.8, SD = 1.0) as having integrated material on different social identities, discussing issues of social inequality, and using student-centered teaching methods. This included questions related to helping them think about how to improve the world, leading discussions about why some people have difficult lives and other people have easier lives, connecting content from the classroom to problems or issues in the world as well as the student’s own life and interests, helping students think about how to improve other people’s lives, assigning readings or materials about people from different backgrounds or places, and taught about influential people from many different cultures.

With regards to co-curricular activities supporting diversity, equity, and inclusion, post professionals reported on average that they “hardly ever participated” in a school-sponsored group for students of different racial, ethnic, socioeconomic, gender, sexual orientation, or ability groups; attended a school-sponsored event related to diversity, fairness, or inclusion; or participated in a program sponsored group working to make the world a better place (M = 2.9, SD = 1.0).

Post professionals reported “never to hardly ever” concerning everyday discrimination by students (M = 1.3, SD = 0.5).

Post professionals reported “never to hardly ever” concerning everyday discrimination by teachers (M = 1.4, SD = 0.5).

Post professionals rated the program as “fairly often” with regards to meaningful interactions across differences, including honest discussions with other students whose religion was different from their own, whose families have more or less money than their own, whose culture is different from their own, and whose race is different from their own (M = 3.1, SD = 0.9).

Finally, the post professionals rated the program as “mostly true to totally true” regarding their sense of belonging in the program, whereby the student feels valued, respected, and a sense of belonging (M = 4.5, SD = 1.0).

Result of qualitative focus group content analysis

From those participants completing the quantitative portion of the study, a nested sub-group of students ( n  = 9) volunteered to participate in the semi-structured focus group interview following the completion of the DEI Bundle. Demographic information on student participation in the interviews can be found in Table  4 .

There was a rich discussion with the interview guide around the topics 1) DEI with or without the training supplement related to health equity in physical therapy and 2) the program’s commitment to training students on topics associated with health equity. Three themes emerged from the qualitative focus group interviews based on the final qualitative content analysis.

Theme 1: student’s perceived value of inclusivity

Theme one was the value of inclusivity with three associated sub-themes of fairness, actions, and communication. In higher education, inclusivity is the ongoing process of improving the education system to meet the needs of all students, especially those in marginalized groups. Inclusivity involves reimagining educational services to cater to a diverse audience and making learning materials and teaching methods accessible to as many students as possible. This includes considering a range of diverse student identities, including race, gender, sexuality, and abilities. “ The program does make an effort, especially with adjuncts that we bring in, ableism talks, and people from different backgrounds speaking to us in classes on Zoom .”

Additionally, providing sessions to improve inclusivity and communicating and demonstrating actions consistent with the value of inclusivity is essential to the participants. “ Being a member of the gay community, having a faculty in class that you feel you belong in and are not outcasted in is super important .” Participants valued being included during activities and communicating support during school and personal life challenges. The participants recognized the challenge of finding people from different backgrounds who meet the expectations and specialties to teach within the program. They identified that, at times, visual diversity was limited within the core faculty but felt an intention of more inclusivity of race and ethnicity within the associated faculty roles or lecturers.

Within the value of inclusivity, there is also an inherent limitation to who can afford the DPT graduate-level program at a private university. Hybrid education offers more geographical convenience and reaches a more diverse student group; however, current students feel that money concerns could be a barrier to inclusivity, especially those in marginalized groups. “Program doesn’t have control over the cost of tuition but does communicate what is available as far as opportunities for financial aid.” However, they felt that communication about costs for the hybrid program and what financial aid was available was essential.

Theme 2: student’s perceived value of health equity curricular foundations

Theme two was the value of health equity curricular foundations with three sub-themes of representation in assignments, system resources, and practice issues. Health equity is the goal of helping people reach their highest level of health. It means everyone has a fair chance to achieve optimal health regardless of race, ethnicity, gender identity, or socioeconomic status. Health equity can be promoted through DEI initiatives, which focus on representing the acceptance and inclusiveness of people. The focus group reported health equity topics associated with race, social determinants, and access were satisfactorily addressed within the curriculum. However, there were opportunities to gain additional insights on improving formative activities to be more integrated with how health issues affect those with visual diversity. “ Activities within the program should also include skin tone other than white throughout systems-focused curriculum case studies, mannequins, and simulation/ standardized patients .”

Theme 3: student’s perceive value of DEI in entry-level PT education

Lastly, one remaining theme specifically addressed DEI supplementation to the curriculum. Theme three is the value of DEI in entry-level physical therapy education, with three sub-themes emerging on the timing of content, planned redundancy of learning, and the limited value of a stand-alone DEI bundle. The students in the focus group had a consensus on their perceived confidence and appropriate knowledge of social determinants of health when working with the underserved population during their clinical education exposures. However, the focus group agreed with “ concerns about generalizing their feelings to all classmates, as some students may have had different experiences based on their final clinical education setting and exposure .”

Additionally, according to the student perception, inclusivity and health equity values should be blended across the curriculum so that support and the training of those with different backgrounds can be promoted through DEI initiatives. Curriculum initiatives were given rich context regarding the program and curriculum that would be more “ inclusive and supportive of a health equity curricular track and activities threaded throughout the curriculum rather than a stand-alone module .” There was a consensus from the focus group that mirrored the quantitative results that there was a perceived “ limited value in the DEI Bundle as a stand-alone module outside of the curriculum .” Instead, the students preferred the curriculum designed to include the topics sufficiently within systems and population coursework.

The mixed methods analysis allows a better explanation of the student’s perceptions by blending the results from this study's qualitative and quantitative study portions. It was found in both portions of the study design that the program climate/culture is essential, especially as students relate inclusivity and accepting others when learning to value DEI from a health equity perspective. Students further strengthened their perceived value for their education and blended content topics across the curriculum as they related to health equity and diversity. Still, they found value when more than just content was presented. Students felt that there was a program culture, planned curriculum content, and co-curricular (outside of a class) support for health equity and inclusivity of the population's health care providers serve. As educators look to streamline variation in essential content across healthcare disciplines, utilizing a structured format (toolkit or bundle) could benefit students educationally but may be valued less by them.

Our study aimed to explore the students’ perceptions and establish priorities for the program regarding educating students on health inequities in physical therapy clinical practice.

Health equity is a common theme discussed in health professions education, yet only some have published the methods to address it in entry-level education. National organizations recommend that medical schools and health professions train students in the social determinants of health. This provides the opportunity to educate the next generation of healthcare professionals about sensitive yet essential issues.

Given the complexity of this topic, we utilized a three-staged sequential mixed methods approach to generate the results presented in this study. We found the program’s commitment to DEI and overall climate to be inclusive, fair, caring, safe, welcoming, and understanding of individuals from different backgrounds, including a sense of student belonging where students feel valued and respected. Additionally, the sample provided feedback on the educational approach and format, which was provided with the DEI Bundle. The modular-based curricular approach (not integrated through a course) was used in this study. Thus, the results of the APTA’s DEI Bundle should be considered, given the context of the study, regarding the curricular delivery and format as an “addition to” approach. Given this format, the DEI Bundle was insignificant due to the threaded curricular approach already within the program, as assessed on the Tripod DEI survey or qualitative focus group theme. This approach aligns with other recommendations for curriculum approaches to health equity [ 12 ] that integrate health equity content longitudinally and alongside other topics. The goal would be to eliminate views of health equity and healthcare as separate [ 13 ].

Limited studies explore health equity topics' style, content, and delivery through the healthcare professional’s entry-level educational program. However, the Association of American Medical Colleges recommends that medical educators expose their students to content about health disparities [ 14 ]. There are some challenges to implementing the recommendations [ 15 ], which are further complicated by the lack of recommendations regarding format, delivery, and the requisite degree of competency, which are poorly defined. Several resources are provided but not easily found across all health professions disciplines. However, several studies highlight the importance of health equity education, its impact on therapeutic relationships (trust and caring), and identify the consequences of implicit bias on patient adherence and outcomes [ 16 ].

Significant work must be done to unite all the health professions on strategies for implementing the health equity curriculum. However, an external resource strategy or modular-based approach could be effective, given limited resources and a lack of topic expertise within the program faculty. Still, it should be used with an integrated approach and placed intentionally within the curriculum design. It should have more opportunities for integration across courses, with case studies to facilitate thinking and reasoning and culminate in a competency type of assessment. Curriculum toolkits provided by professional associations may be one way to unite the disciplines to support health equity education in the health professions [ 17 ]. An excellent example of this approach is the American Academy of Family Practitioners Health Equity Curricular Toolkit, which has over 40 content experts [ 18 , 19 ]. A threaded curriculum with a program culture and willingness to utilize health equity curriculum toolkits are essential for our next generation of health practitioners. These toolkits are resources for learning and reducing the variability in education [ 18 ]. Exploring outcomes associated with toolkits may be an option to begin to explore best practices in curriculum delivery to maximize learning outcomes and competency on health equity [ 20 ]. Lastly, any health equity resource or curricular approach should facilitate the exploration of some of the most pressing questions around social determinants of health, vulnerable populations, economics, and policy from an evidence-informed perspective.

Limitations

There are several limitations that we would like to address. Within the quantitative portion of the study, the Tripod DEI survey adequately assessed overall student perception of the DPT program commitment to DEI; however, it may need more responsiveness surrounding the APTA DEI Bundle. Within any mixed methods design approach, it is important to address data fidelity during the qualitative portion. A non-investigator conducted both the survey distribution and outcome assessment; however, the focus group interviews were conducted by two study investigators. Additionally, both researchers are on the leadership team within the program, which may compromise the fidelity, trustworthiness, or sharing from the participants during this experience. It is a limitation in the study that the researchers also are involved in the education. Although a safe space and relational learning theory approach is utilized within the program, this may have limited some of the exploration of the topics/themes if the participants were sensitive. From what was shared in the focus groups, a non-investigator recorded and transcribed the data analysis portion. The second limitation of the qualitative focus groups was the limited number and need for more diversity within the sample. Specifically, the individuals who made time to participate in the qualitative focus group were not significantly diverse regarding their race or sex. The third limitation is the inability to identify the number of students who respond based on their participation in additional co-curricular activities to supplement their learning in DEI.

However, significant work must be done to unite all the health professions on strategies for implementing health equity curricula. It was essential to gain insight from the students’ perception and establish priorities on the current curriculum and entry-level education program culture related to educating students on health inequities in physical therapy clinical practice. However, given limited resources and a lack of topic expertise for health equity content among program administrators and faculty, an external resource strategy or modular-based approach could be effective. However, based on our study, the program culture is important as it relates to DEI from a health equity perspective. It should be evident to students as we influence them to become the next generation of health professionals.

Lastly, the intentional curriculum design should have more opportunities for integration across courses with case studies and culminate in a competency type of assessment, even if an external resource is used. Resources are available to support health equity education in the health professions, including health equity curriculum toolkits, which provide free links and resources for learning and may help to reduce the variability in education [ 15 ]. Any health equity resource or curricular approach should facilitate faculty’s willingness to include some of the most pressing questions around social determinants of health, vulnerable populations, economics, and policy within their current or future developed curriculum. However, motivating incremental changes in entry-level professional teaching methods and working intentionally to integrate health equity into the clinic- and classroom-based environments are tangible next steps. Identifying best practices from education to implementation has yet to be well known, and this study only provided a pilot for future studies.

Availability of data and materials

The data supporting this study's findings are available from the corresponding author upon request.

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This project was funded through an internal Tufts University School of Medicine Innovations in Diversity Education Awards (IDEAS) program.

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Wright, A.A., Reynolds, D. & Donaldson, M. Evaluation and students’ perception of a health equity education program in physical therapy: a mixed methods pilot study. BMC Med Educ 24 , 481 (2024). https://doi.org/10.1186/s12909-024-05471-6

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ENG’s Bobak Nazer to receive Gitner Family Award for Innovation in Teaching with Technology, CAS’ Fallou Ngom named Provost’s Scholar-Teacher of the Year

Molly callahan, jackie ricciardi.

Two major disruptions in the last decade completely reshaped Bobak Nazer’s approach to teaching Probability, Statistics, and Data Science for Engineers, a required course for all Boston University engineering students. The first came in winter 2015, when storm after storm dropped more than 100 inches of snow in Boston and shut down the city for weeks—a season now affectionately known as “snowmaggedon.” The second is more recent: the COVID-19 pandemic, which uprooted life as we knew it, including teaching and learning. 

In both cases, says Nazer , “I knew I had to create a resource for my students to learn, wherever they were, with whatever time they actually had.” 

Not only that, but Nazer, a College of Engineering associate professor of electrical and computer engineering and associate department chair for undergraduate programs, also had to wrangle into discernible shape a course that had historically been taught by half a dozen different faculty members at the same time, in as many different ways. Students in one section of the course often ended up with vastly different experiences (and outcomes) as students in a different section. 

So, it wasn’t an easy task. The material can also be challenging to grasp and difficult to connect to real-world applications. But Nazer found a solution. He recorded close to 50 short videos that broke down these complex concepts with animated versions of whiteboard notes. He narrated over those videos to explain each lesson. Students watch them before class, and get to spend the lecture period expanding upon what they learned with games and activities, rather than listening to someone lecture. This way, the time spent together in class reinforces and broadens what they’ve already learned, Nazer says. The videos also give students a chance to pause and rewind during lessons that prove tricky to absorb. 

They’ve been a big hit. And in the process, Nazer completely overhauled a course that was in real need of a facelift. He worked with other faculty teaching the course to align their course materials and to utilize the same “flipped” classroom schedule (lectures at home, activities in class) he used, with the help of a rich repository of resources he shared with his colleagues.

The videos have been so transformational that Nazer is being honored with the 2024 Gerald and Deanne Gitner Family Award for Innovation in Teaching with Technology . The award recognizes the faculty member or team that best exemplifies innovation in teaching by use, development, or adaptation of technology. It celebrates innovation that results in positive learning outcomes for undergraduate students and that is recognized or adopted by faculty colleagues within or outside BU. The award comes with a $10,000 stipend. 

“Every year, I get a few emails from students who mention the videos specifically and how much they appreciated them,” Nazer says. 

One student, in an anonymous class evaluation that was included with Nazer’s nomination materials, described the videos as amazing, and also wrote, “The way [Nazer] explains the content makes it incredibly easy to understand and implement.” 

Nazer will be celebrated at a private dinner on Monday, May 6. At the same time, the Office of the Provost (which selects the Gitner Award winner) will honor another innovative teacher at the University. 

This year’s Provost’s Scholar-Teacher of the Year Award —an honor that recognizes scholars who excel as teachers inside and outside the classroom and who contribute to the art and science of teaching and learning—goes to Fallou Ngom , a College of Arts & Sciences anthropology professor whose research has helped to uncover an ancient writing system used by communities in West Africa. 

“It’s a huge honor,” Ngom says of the award. “To know that it was driven by my students makes it even more special.” 

Ngom says he always tries to connect the material back to concepts that reflect his students’ backgrounds and interests. So, for example, in one of his first classes after joining BU, he was charged with teaching sociolinguistics—a heady subject that examines the effects of social forces on a region’s language. It’s a topic that can be easily obscured by theories and abstract concepts. 

The course materials relied heavily upon European languages (Dutch, French, Portuguese), which seemed out of place to Ngom in a classroom full of people who studied and spoke various African languages. Instead, he organized his students into six language groups, such as Wolof or Mandinka. Each week, the students examined the data—in the form of languages—for each group, applying the sociolinguistic theories that once seemed so esoteric to concrete examples from the languages that were familiar. 

In an anonymous end-of-semester survey included in Ngom’s nomination materials, one of his students describes the impact of his teaching: “Professor Ngom does an amazing job of engaging each of us. I feel like he’s changed my potential future because I loved this course and his ideas so much. I’ve learned so much and I think I want to go to grad school for sociolinguistics or linguistic analysis.” 

For Ngom, teaching is a way of connecting with his students, offering them the same belief in their potential that he received from one of his mentors as an undergraduate at the University Gaston Berger of Saint-Louis in Senegal. 

There, Professor Maweya Mbaya expected a lot of his students, Ngom recalls, an expectation that proved to him how much Mbaya wanted him—and his classmates—to succeed. 

“I come from a very modest family. I was the first one to graduate from college, to even attend college. My dad was a tailor. And so I needed someone to grab my hand and pull me,” Ngom says. It was Mbaya who pulled him up. 

“That’s stayed with me for all my life. And so the way I treat all my students is as if they are just another Fallou, 20 or 30 years ago. If I was able to make it, they can make it, too.” 

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Senior Writer

Molly Callahan began her career at a small, family-owned newspaper where the newsroom housed computers that used floppy disks. Since then, her work has been picked up by the Associated Press and recognized by the Connecticut chapter of the Society of Professional Journalists. In 2016, she moved into a communications role at Northeastern University as part of its News@Northeastern reporting team. When she's not writing, Molly can be found rock climbing, biking around the city, or hanging out with her fiancée, Morgan, and their cat, Junie B. Jones. Profile

Staff photojournalist

Jackie Ricciardi is a staff photojournalist at BU Today and Bostonia  magazine. She has worked as a staff photographer at newspapers that include the Augusta Chronicle  in Augusta, Ga., and at Seacoast Media Group in Portsmouth, N.H., where she was twice named New Hampshire Press Photographer of the Year. Profile

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It's Teacher Appreciation Week. Here's where Arizona educators can score big deals

In honor of Teacher Appreciation Week , many businesses are stepping up to show gratitude for educators with deals on food and more.

Teacher Appreciation Week is celebrated every year during the first week of May. This year, it begins on Monday, May 6, and ends on Friday, May 10.

Although Teacher Appreciation Day officially falls on May 7, the five-day event is observed across the U.S. to acknowledge teachers' dedication to their students and communities.

If you want to show appreciation to educators in your life, this week might be a good time to treat them to a gift, thoughtful letter or kind words. You could also just let them know about these sales happening during the week.

Here's a roundup of the deals available throughout the Valley for educators during Teacher Appreciation Week 2024.

Teacher Appreciation Week deals 2024

• 18 Degrees : Teachers with a valid ID can get 20% off their check from May 6-10.
• Four Peaks : Teachers can get $3 pints at the Four Peaks Pub in Tempe every Tuesday from May 6 through July 30. They must present a valid ID to obtain the deal. The brewery is also launching its annual "Thank a Teacher" program on May 6. The program allows people to nominate a teacher for prizes. The first-place winner will receive a $3,000 cash grant and catered lunch for the teachers at their school. Ten runners-up will each receive a $1,000 cash grant. Nominations will be open through June 30 and can be submitted at fourpeaksforteachers.org .
• Golden Corral :  Get 20% off one adult buffet purchase during Teacher Appreciation Week with identification or proof of employment at participating locations. The restaurant is also offering a "grads eat free" promotion May 6-10.
• Hash Kitchen : From May 6-10, teachers with a valid ID can get a stack of three pancakes for free at any of their Valley locations.
• Los Sombreros : Teachers can enjoy a free sweet treat from May 6-10. Los Sombreros has one location in Scottsdale and recently opened a new one in Mesa. Teachers must present a valid teacher's ID.
• Macayo's Mexican Food : From May 6-10, teachers and school faculty can enjoy 20% off of their meals.
• McAlister's Deli :  Teachers can get a free 32-ounce tea from May 6-12 with a valid ID.
• Mike D’s Famous Funnel Cakes : Teachers can get 20% off their purchase during their visit.
• Mountain Mike's Pizza : On Tuesday, guests can enjoy 15% off all pizzas ordered through the Mountain Rewards app using the code 'TEACHER24' from May 9-12. The pizza place also has upcoming deals on heart-shaped pizzas for Mother’s Day.
• Museum of Illusions: Teachers can get free admission to the Scottsdale museum with a valid teacher's ID.
• Over Easy : Educators can get a free cup of premium press coffee at all Valley locations. Teachers must have valid institution IDs.
• Peter Piper Pizza : This pizza restaurant is offering teachers and nurses a free personal pizza deal every day from May 6 - 10. Redemption is limited to once per day and a valid ID must be shown
• Rainbow Ryders Hot Air Balloon Rides : During Teacher Appreciation, educators can enjoy a hot air balloon ride with a special discount of $165 per person. They can use the discount code “teach” and present a valid ID. Flights must be redeemed by July 31.
• Staples :  Get 20% off your in-store purchase when you show your teacher ID at checkout from May 5-11. Free teacher supply kits will also be available while supplies last with a valid ID.
• The Wigwam : Educators can get 20% off at this Valley resort.

Did your school make the cut? These are Arizona's A+ Schools of Excellence for 2024

According to Teachers of Tomorrow , the best Teacher Appreciation Week deals from 2023 could be available again this year. While it's not guaranteed they will return, it's smart to watch for updates from various companies.

These were the best deals in 2023:

• Buffalo Wild Wings : Offered six boneless wings for $1 with the purchase of any burger.
• Burger King : Free fries with any purchase. Teachers and all other customers were eligible during 2023 Teacher Appreciation Week.
• Ford : Teachers who took a virtual test drive through May 7 received a $50 e-gift card to be used towards teacher requests on DonorsChoose.
• OfficeMax : Offered 30% back in Bonus Rewards on a qualifying in-store purchase.

Indianapolis Star Reporter Marina Johnson contributed to this article.