research questions about physical education

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

Order a Custom Research Paper

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• Expert degree-holding writers : Our team of writers consists of highly qualified professionals with advanced degrees in the field of education. They have extensive knowledge and experience in conducting research and writing academic papers, ensuring the highest quality of work.
• Custom written works : We understand the importance of originality in academic writing. Each research paper we deliver is custom-written from scratch, tailored to your specific requirements and guidelines. Our writers conduct thorough research and utilize credible sources to ensure the uniqueness and authenticity of your paper.
• In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
• Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
• Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
• Flexible pricing : We understand that as a student, you may have budget constraints. That’s why we offer flexible pricing options to accommodate your financial needs. Our pricing structure is transparent and competitive, ensuring that you receive excellent value for your investment.
• Short deadlines : If you are facing a tight deadline, our writing services can assist you. We offer short turnaround times, allowing you to place an order with a deadline as short as 3 hours. Our efficient and dedicated team will ensure that your research paper is delivered to you promptly, without compromising on quality.
• Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
• Easy order tracking : Our user-friendly platform allows you to easily track the progress of your order. You can communicate directly with your assigned writer, providing clarifications or additional instructions as needed.
• 24/7 support : Our customer support team is available 24/7 to address any questions or concerns you may have throughout the process. We are here to provide prompt and reliable assistance whenever you need it.
• Money-back guarantee : We are committed to your satisfaction. If, for any reason, you are not satisfied with the quality of the delivered research paper, we offer a money-back guarantee, ensuring that you have a risk-free experience.

Ordering a custom education research paper from our writing services can provide you with the support and expertise you need to excel in your academic endeavors. Our professional writers will work closely with you to ensure that your research paper meets your expectations and fulfills the requirements of your assignment. Take advantage of our services and experience the benefits of a well-crafted and meticulously researched education research paper.

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To take advantage of our writing services, simply visit our website and place an order. Our user-friendly platform makes it easy to submit your paper details and provide any specific instructions or guidelines. You will have the opportunity to select a writer who specializes in physical education or related fields, ensuring that your research paper is in capable hands.

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• Frontiers in Psychology
• Movement Science
• Research Topics

Physical Education, Health and Education Innovation

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Today's society demands to train children and adolescents who develop in an environment based on respect and the promotion of educational values. This aspect is especially relevant to promoting physical activity and its relationship with healthy habits, such as the consumption of unprocessed foods, the ...

Keywords : Education, Physical education, Innovation, Healthy habits, Nutrition, Physical activity, Sport psychology

Important Note : All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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New Research Examines Physical Education in America

By Morgan Clennin, PhD, MPH, Kaiser Permanente of Colorado, University of South Carolina, and National Physical Activity Plan

School-based physical education (PE) is recommended by the Community Guide as an effective strategy to promote physical activity among youth. Unfortunately, many have speculated that PE exposure has declined precipitously among U.S. students in the past decade. Limited resources and budgets, prioritization of core academic subjects, and several other barriers have been cited as potential drivers of these claims. However, few large-scale studies have explored the merit of these claims – leaving the answers following questions unknown:

Has PE attendance decreased among U.S. students in the past decades?

What policies and practices are in place to support quality PE?

To answer these questions, the President’s Council on Sports, Fitness & Nutrition tasked the National Physical Activity Plan Alliance (NPAPA) to review the available evidence and summarize their findings. The primary objective of this effort was to better understand PE exposure over time to inform national recommendations and strategies for PE.

The NPAPA began by establishing a collaborative partnership with experts in the federal government, industry, and academia. The group analyzed existing national data sources that could be used to examine changes in PE attendance and current implementation of PE policies and practices. These efforts culminated in a final report and two peer-reviewed manuscripts. A summary of the group’s findings are outlined below.

Key Findings:

• 1/2 of U.S. high school students did not attend PE classes—which is consistent over the 24-year period studied (1991-2015).
• The percentage of U.S. high school students reporting PE attendance did not change significantly between 1991 and 2015 for the overall sample or across sex and race/ethnicity subgroup.
• Daily PE attendance did decrease 16% from 1991 to 1995 then attendance rates remained stable through 2015.
• > 65% of schools implemented 2-4 of the 7 essential PE policies
• Implementation of PE policies varied by region, metropolitan status, and school level.
• Data indicates minority students have been disproportionately affected by cuts to school PE programs during the past two decades.

Recommendations Based on Key Findings:

• Prioritize efforts to expand collection of surveillance data examining trends in PE attendance among elementary and middle school students.
• Develop policies to improve PE access for all students in order for PE to contribute to increased physical activity among youth.
• Adopt policies and programs that prioritize PE to maximize the benefits of PE.
• Utilize the findings of these efforts to target professional development and technical assistance for PE practitioners.

The Education sector of the NPAP provides evidence-based strategies and tactics that can guide efforts to support the provision of quality PE to all students. More information, and links to the respective manuscripts, can be found on the NPAPA website: http://physicalactivityplan.org/projects/physicaleducation.html

The Office of Disease Prevention and Health Promotion (ODPHP) cannot attest to the accuracy of a non-federal website.

Linking to a non-federal website does not constitute an endorsement by ODPHP or any of its employees of the sponsors or the information and products presented on the website.

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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

Top contributors

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

Senior Lecturer in Psychology, The University of Queensland

Lecturer in Developmental Psychology, The University of Edinburgh

Assistant Professor of Psychological and Behavioural Science, London School of Economics and Political Science

Associate Professor in Physiology, Exercise and Nutrition, University of Stirling

Senior Research Fellow, Australian Catholic University

Senior Lecturer, School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham

Senior Lecturer in Physiology, Exercise and Nutrition, University of Stirling

Professor, Medical Research Future Fund Emerging Leader, University of South Australia

Senior Lecturer, Sport, Exercise and Health Sciences, Loughborough University

Senior Lecturer, Department for Health, Humanities and Social Sciences, University of Bath

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Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On May 2, 2024

Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

Latest Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

• To analyse the importance of physical education in schools for proper growth of children.
• To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
• To recommend what can be involved in physical education for improvement that may help develop confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.

• To share comprehensive knowledge about different types of fine motor activities.
• To explain the benefits of practising fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
• To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.

• To explain the benefits of physical education in school for the growth of students.
• To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
• To share ideas about how physical education can be integrated and practised in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

• To describe the usefulness of health rate monitors and health tracking equipment.
• To interpret the role of health monitors and health tracking to support improved practices in physical education.
• To recommend strategies for how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.

• To explain the effectiveness of computer-based fitness programs and their health benefits.
• To examine how computer-based fitness programs are becoming an increasing trend and popular during the lockdown.
• To suggest strategies for advanced computer-based fitness programs that can help address the changing behaviour of people during the lockdown.

More Physical Education Dissertation Topics

Topic 1: modern physical education versus the traditional physical education – a comparison.

Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

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ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

Topic 21: The Role of Gender in Employing Physical Education

Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions. 

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness. 

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs. 

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.

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71 Physical Education Essay Topic Ideas & Examples

🏆 best physical education topic ideas & essay examples, 🔎 interesting topics to write about physical education, 📑 good research topics about physical education.

• Keeping Physical Education in Schools Apart from participating in the physical education programs, the students need to be taught on the importance of the various exercises so that they inculcate the culture of physical fitness into their life-time fitness programs.
• Physical Education and Its Benefits Schools in particular know the benefits of physical education in a student’s life and should be able to fight for the children’s rights.
• The Usefulness of Physical Education in Modern Education Varied criticism adds to the debate on the usefulness of PE in modern education and the need to change current approaches. This indicates the need to focus the debate on the meaning of PE to […]
• Race and Gender in Physical Education and Sports These factors create the diversity of cultures and nations, and inclusiveness, giving access to the best talents and disclosing the individual’s potential, abilities, and strengths.
• Adaptive Physical Education The value of the brochure developed for the informational purpose is attributed to the need to communicate the importance of APE and point out the value that it could bring to children with special needs.
• Bodies in Physical Education The purpose of this study is to investigate how students view the construction of their bodies in relation to physical education and how students’ meanings of their bodies affect their participation or resistance to physical […]
• Physical Education: Personal Physical Exercise Plan Given the necessity of taking fluids, it is good to identify and avail the same before starting a physical exercise session.
• Health Teaching and Physical Education Lesson Plan Students will be able to dribble a ball with a hand paying attention to such principles as dribbling on the side, waist-high, pushing the ball down, and eyes lookup.
• Reducing Physical Education Classes The teaching process has a significant amount of waste regarding the excess number of teachers dedicated to sports training compared to math and technical subjects.
• Physical Education Is an Academic Subject These aspects make physical activity one of the core subjects at school, including for younger students who need a surge of emotions and energy.
• Physical Education: Effect of Phototherapy Therefore, it is evident that the intensity of an exercise directly influences one’s heart rate, breathing rate, skin coloration, sweating, and recovery.
• Effectiveness of Physical Education Provisions in the UK School The vital need for health promotion, especially in terms of secondary education has been highlighted by the science of epidemiology the study of factors that influence the health and illnesses of people.
• British Development of Sport and Physical Education in the Last 25 Years Sport England wishes to increase participation in sports through community sports activities, sporting completions providing and training coaches and officiators, and closely working with the Youth Sport Trust and UK Sports formed in 1996 to […]
• Increase of Physical Education Classes Children are the future of any nation, and their health and well-being are the essential preconditions for the successful development of the United States.
• Physical Educators Attitude to Special Needs Children Sue Combs, together with her colleagues from the University of North Carolina, investigated the attitudes of the physical education teachers towards the inclusion of children with special needs in their lessons.
• Physical Education Curriculum Physical education has significantly contributed towards the realization of the school philosophy as it helps in the development of the physical aspects of the students.
• The Nature and Values of Physical Education In the past, physical education was considered to consist of only physical and practical activities, however, the recent research has justified that physical education can be included in the curriculum on the basis of scientific […]
• Should Public Schools Be Required to Restore Physical Education Classes to the Curriculum? The occurrence of obesity prevalence in children, in the U S, can be associated with the removal of physical education courses in public school curriculum.
• Physical Education within Elementary Schools One of the benefits of the physical education is the level of physical fitness that it induces to the students. The manner in which these students are introduced to physical education and the way that […]
• Effects of Physical Education on Brain These neurons are usually created in a place called the hippocampus, which happens to be the section of the brain involved in learning and storage of memory.
• Elementary School Curriculum and Physical Education
• Should Physical Education Be a Required Class in College?
• Physical Education Class: The Perfect Place to Be Bullied
• Pros and Cons of Physical Education
• How Physical Education Should Be Taught
• Physical Education for Elementary School Students
• Weight-Related Barriers for Overweight Students in an Elementary Physical Education Classroom
• Physical Education Lesson Plan and Activity Ideas
• Motivation, Discipline, and Academic Performance in Physical Education
• Adaptive Physical Education for Students With Special Needs
• Physical Education Should Not Be Mandated
• How Technology Enhances the Physical Education Curriculum
• Physical Education: Standards, Cooperative Skills, and Learning Theories
• Physical Education’s Contribution to Public Health
• Physical Education Importance for Child Development
• Reasons to Keep Physical Education in the National Curriculum
• Ethical Relativism and Its Impact on Physical Education
• Inclusive School Physical Education and Physical Activity
• History and Benefits of Physical Education: Why I Want to Be a P.E. Teacher
• Physical Education Beyond the Middle School
• The Importance of Physical Education in Childhood Obesity
• Physical Activity Promotion and School Physical Education
• Implementing the TARGET Model in Physical Education: Effects on Perceived Psychobiosocial and Motivational States in Girls
• Teaching the Nuts and Bolts of Physical Education
• Health-Related Intensity Profiles for Physical Education Classes
• Anticipated Benefits From a Basic College Physical Education Activity Course
• Physical Education Should Be Graded on Effort, Not Ability
• Motivation and Intention to Be Physically Active in Physical Education Students
• Personal Development, Health, and Physical Education
• Why Physical Education Should Be Included in the School Curriculum
• Attitude and Teacher’s Qualification as Factors Affecting Students’ Participation in Physical Education Activities
• Burnout in Physical Education Teachers
• What Benefits Physical Activity Has on Academic Performance
• SPARK Physical Education Curriculum Program
• Changing the National Curriculum for Physical Education
• Physical Education: Official School Policy
• How Physical Education Helps to Develop Your Personality
• Early Childhood Development: Physical Education Program Effects
• Fun Physical Education Games for High School Students
• How Extracurricular Sports Should Satisfy State Physical Education Requirements
• One’s Readiness to Self-Development Through Physical Education
• Would More Physical Education Reduce Obesity in the Youths?
• Goal-Directed Physical Education for Learners With Disabilities
• Health and Physical Education: Volleyball
• Managing the Physical Education Classroom
• Strategies to Accommodate Autism Spectrum Disorder Students in General Physical Education
• Physical Education vs. School Sports: What’s the Difference?
• The Impact of School Budgetary Cuts on Physical Education
• Teaching Health and Physical Education in Australian Schools
• Positive Reinforcement Techniques in Physical Education
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Doctoral Dissertations and Projects

Experiences of teachers who have taught physical education remotely: a qualitative study.

Danielle Causer Brabston , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Katelynn Wheeler

Remote education, online physical education, physical education, remote physical education, online learning, physical education teachers

Disciplines

Education | Health and Physical Education

Recommended Citation

Brabston, Danielle Causer, "Experiences of Teachers Who Have Taught Physical Education Remotely: A Qualitative Study" (2024). Doctoral Dissertations and Projects . 5521. https://digitalcommons.liberty.edu/doctoral/5521

The purpose of this qualitative phenomenological study was to understand and describe the essence of the experiences of teachers who have taught physical education remotely. The problem is physical education is a core curriculum subject that is designed for in-person instruction and is not easily adaptable to an online setting. The central research question that this study sought to address was what are the experiences of K-12 physical education teachers who taught P.E. remotely? The theory guiding of this study is Dabrowski’s theory of positive disintegration as it details how people can adapt and adjust in response to stressful situations and adverse events. I chose a phenomenological research method with an exploratory focus. This study was vital to understanding the experiences of teachers who taught physical education in a remote setting. This type of design was most appropriate for this study because understanding the perspectives of the participants was important to be able to identify the unique challenges of the group being studied. The sample size was 10 participants from schools across the United States who have taught physical education remotely for at least one year in a traditional K-12 school. The data collection included answers from the individual interview questions, and information gathered from the focus groups and questionnaires. To analyze the data, I used a form of manual coding. I looked for themes and patterns and significant statements. I then created a list of non-overlapping statements about how the interviewee experienced the phenomenon being studied. This information was used to draft answers to the research questions. The findings indicated that although teaching physical education remotely is challenging, teachers can adapt and find creative ways to address these challenges in order to provide the best possible educational experience for the student, even when teaching physical education remotely.

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January 16, 2024.

Short papers in Physical Review Physics Education Research (PRPER) were originally intended for articles that either extended a previous work (by the authors or someone else) or were initial results from a larger effort that were interesting enough to merit this type of publication.

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December 14, 2023.

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December 4, 2023.

In the year 2025, we will be celebrating the 100th anniversary of the formulation and development of quantum theory. The United Nations is working toward a declaration of 2025 as the International Year of Quantum Science and Technology (IYQST). In the spring of 2025, Physical Review Physics Education Research (PRPER) will join the celebration by rolling out a special issue of the journal focused on investigating and improving quantum education.

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Meet new prper associate editor eric brewe, june 30, 2023.

Dr. Eric Brewe is a Professor in Physics and Science Education at Drexel University. Much of his research into the teaching and learning of physics at the university level is focused on the Modeling Instruction method. Dr. Brewe publishes frequently in PRPER and has received significant external funding to support his research. He is an APS Fellow and has served as Chair of the APS Education Policy Committee and Chair of the APS Topical Group on Physics Education Research.

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Implementation of the photovoice methodology in a project-based upper-division physics course.

Photovoice methodology can provide insights into student experiences and perspectives that may not be captured through traditional reflection questions.

Kristin A. Oliver, Victoria Borish, Bethany R. Wilcox, and H. J. Lewandowski Phys. Rev. Phys. Educ. Res. 20 , 010142 (2024)

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

Introductory physics students do not develop a robust understanding of Ampere-Maxwell’s law through typical physics instruction.

Álvaro Suárez, Arturo C. Marti, Kristina Zuza, and Jenaro Guisasola Phys. Rev. Phys. Educ. Res. 20 , 010143 (2024)

Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars

Regular instruction is not sufficient to help secondary students develop a good understanding of the apparent motion of the Sun and stars.

Hans Bekaert, Mieke De Cock, Wim Van Dooren, and Hans Van Winckel Phys. Rev. Phys. Educ. Res. 20 , 010141 (2024)

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Alleviating the stress of finding a phd advisor, may 7, 2024.

At many US universities, no formal procedure exists to help physics students pick a PhD project and a supervisor. Researchers argue it’s time for that to change.

Feature on: Mike Verostek, Casey W. Miller, and Benjamin M. Zwickl Phys. Rev. Phys. Educ. Res. 20 , 010136 (2024)

PRPER Associate Editor Paula Heron wins IUPAP 2021 ICPE Medal for PER research

APS congratulates Paula Heron, Associate Editor of PRPER and Professor of Physics at University of Washington, for winning the 2021 ICPE Medal for PER research. The full announcement from IUPAP is available online .

APS Announces Outstanding Referees for 2024

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Examining racial diversity and identity in physical review physics education research, july 1, 2020.

In the following special collection from Physical Review Physics Education Research , authors examine and highlight racial diversity, specifically how Black physicists and people of color navigate within the physics community at large.

Editorial: Announcing the PRPER Statistical Modeling Review Committee (SMRC)

November 22, 2022.

Lead Editor, Charles Henderson, announces PRPER’s development of the Statistical Modeling Review Committee (SMRC) to help support high-quality statistical modeling techniques.

Editorial: Research on Advancing Equity Is Critical for Physics

April 11, 2022.

PRPER Lead Editor, Charles Henderson, and APS Editor in Chief, Michael Thoennessen, discuss the vital importance of offering an inclusive and welcoming environment to the physics community.

Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Instructional labs: Improving traditions and new directions

November 17, 2021.

Physics is an experimental science. Instructional laboratories where students conduct experiments, analyze data, arrive at conclusions, and communicate findings have been around for over a century. Every physics department has labs of different levels: from introductory to advanced, for majors and nonmajors, with real equipment or virtual.

Editorial: Call for Papers Focused Collection of Physical Review Physics Education Research Qualitative Methods in PER: A Critical Examination

August 4, 2021.

Physics Education Research (PER) uses various research methods classified under qualitative, quantitative, and mixed methods. These approaches help researchers understand physics education phenomena and advance our efforts to produce better PER. Over time, research questions and contexts have evolved, and so have our methods. We understand it has come the time for PER scholars to examine qualitative methods in our field critically. Therefore, we urge you to contribute to the Focused Collection on Qualitative Methods in PER.

Special Collection on Curriculum Development: Theory into Design

This Physical Review Physics Education Research (PRPER) Focused Collection was curated to bring to light curriculum design decisions and the factors that shape them. By making decisions about design explicit, we can better understand the contexts behind our research claims, hold curricula up to informed critique, and support new scholars as they undertake curriculum development.

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In an increasingly digital world, it’s more important than ever for students to develop their handwriting skills

By Amra Pajalic

• X (formerly Twitter)

These days, students are often required to bring a device to school to access equitable education. But as they're increasingly using more and more technology, their handwriting is being affected. Some of you might wonder why this is an issue.

When we look at the assessment tools we use, such as end of semester tests or high school exams to allocate an ATAR for university entrance, students must undertake these in handwritten settings to authenticate their knowledge and learning.

These exams run for two to three hours and require students to produce written tasks under timed conditions. If examiners cannot read and assess a handwritten piece, this can affect scores, so handwriting legibility and stamina are crucial to ensure a student's success.

Messy and illegible handwriting has contributed to a surge in VCE students seeking special arrangements in exams, such as typing.

Another issue I've noticed cropping up due to an over-reliance on technology is the effect on grammar and punctuation, with students using online abbreviations within their responses and not knowing how to punctuate sentences correctly, thus affecting clarity of expression.

I also believe there are higher incidences of spelling mistakes because of an over-reliance on spellchecking software .

These days, in my year 9 English classes, students take notes and usually do all their homework on their computers, rarely needing to engage in handwriting. And it makes sense, because it's so convenient and easy.

But in doing so, students are missing out on many benefits of handwriting.

The benefits of handwriting

Studies have shown that handwriting supports better retention and recall of information.

A 2021 study investigating the cognitive effort of handwriting and typing found that "handwriting led to better recall than typing, particularly with the longest lists of words".

Research studies have also found that the process of handwriting, rather than typing, enhances memory and improves spelling skills.

Students who struggle with handwriting produce shorter pieces and a lower quality of content because they have less opportunity to think creatively. When students build up their handwriting fluency, it frees up their working memory and they can then instead spend more time thinking about how to plan and compose their texts.

This is something I've seen firsthand with students I teach. Students who struggle with handwriting experience a crisis of self-confidence and spend more time procrastinating than writing.

However, when they have the chance to practise a style of writing repeatedly, they develop muscle memory and can produce higher quality texts and manage their time more effectively.

These motor and cognitive benefits can lead to greater academic success.

While we might think that difficulty with handwriting and expression might not lead to long-term consequences beyond final exams and high school, we can't deny that people still use handwriting in various everyday tasks, such as filling out forms or making handwritten lists, which can be challenging if someone lacks handwriting skills.

Then there is the real possibility that it can affect professional communication. In fields where handwritten documentation, correspondence or notes are required, such as healthcare or legal professions, poor handwriting can lead to errors or misinterpretations.

Even in industries such as retail or hospitality, there is the need to handwrite signs; label stock or inventory; or produce menus. Spelling mistakes and punctuation errors can lead to low consumer confidence.

How to build children's confidence with handwriting

So how do we balance out the use of technology to support students' handwriting practice?

Parents can support their children by creating opportunities for practice at home. Start by providing handwriting tools — notebooks, pencils and erasers — and consider seeking help if your child is struggling significantly, whether from a teacher, occupational therapist or professionals who specialise in handwriting development.

As a parent, I praised my daughter's efforts in writing stories, or when she penned sweet notes to me and her father when she was angling for us to buy her something, or her forays into journaling and daily organisers.

Teachers can create different learning experiences through collaboration, games or note-making to develop students' handwriting and stamina.

As an English teacher, I used the method of the Writer's Notebook , a tried-and-true method that educators have successfully used for decades.

Teachers integrate these Writer Notebooks into the curriculum at least once a week, using them to teach and practice sentence construction and long-form pieces. These notebooks are used to demonstrate the practice of skills and the development of writing a piece.

My students' first activity of the year is always a letter to the teacher.

First, I write them a letter telling them about myself, my cultural background, the origin or story of my name, my passions and my goals, and they then write a letter to me modelling the same structure.

These letters serve a two-fold purpose. They allow me to develop a rapport with students by getting to know them on a personal level, and they help me identify their writing strengths and areas of development so I can include a goal-setting report in my reply.

As a teacher, I've had the experience of using Writer Notebooks for five years now and can unequivocally testify to their efficacy. I love sharing these at parent-teacher interviews and being able to show the progression from the beginning of the year to the end.

And most importantly, I love seeing the confidence that students themselves display in being able to write under timed conditions and having the writing stamina for exam conditions. Amra Pajalic is a teacher of 11 years. She is an award-winning author of Sabiha's Dilemma, Alma's Loyalty and Jesse's Triumph, the first three books in her own-voices young adult Sassy Saints Series.

Writing memoir can help young people with their self-expression and self-worth

BTN: Write or type, that is the question!

Cursive handwriting

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Engaging Students in Physical Education

Sarah sliwa.

Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA

Allison Nihiser

Health scientist in the Division of Nutrition, Physical Activity, and Obesity Prevention, at the Centers for Disease Control and Prevention in Atlanta, GA

Nathan McCaughtry

Assistant dean in the Division of Kinesiology, Health and Sport Studies at Wayne State University in Detroit, MI

Associate professor in the Department of Health Promotion and Physical Education at Kennesaw State University in Kennesaw, GA

Shannon Michael

A well-designed physical education (PE) program is inclusive, active, enjoyable and supportive (SHAPE America – Society of Health and Physical Educators, 2015 ). Irrespective of location, programs are affected by a host of issues in the midst of various school and community climates. Trends toward urbanization in the United States (U.S. Census Bureau, 2012 ) and worldwide ( World Health Organization, 2016 ) suggest that more and more PE teachers will be working in urban settings.

In October 2009, JOPERD published a special symposium about “Engaging Urban Youths in Physical Education and Physical Activity” (Murgia & McCullick, 2009). Seven years later, many of those considerations remain relevant, such as large class sizes ( Dyson, Coviello, DiCesare, & Dyson, 2009 ; Schmidlein, Vickers, & Chepyator-Thomson, 2014 ) and limited access to equipment ( Schmidlein et al., 2014 ), a dedicated gymnasium ( Fernandes & Sturm, 2010 ), or outdoor space ( Dyson et al., 2009 ; Hobin et al., 2013 ). These structural challenges matter. For example, some data suggest that larger class sizes and indoor lessons are associated with students spending significantly less time in moderate-to-vigorous physical activity and with teachers spending more time on classroom management ( Skala et al., 2012 ). In addition, high rates of teacher turnover ( Ingersoll, Merrill, & Stuckey, 2014 ), difficulties communicating with English language learners (ELLs; Kena et al., 2016 ), and low self-efficacy ( Fletcher, Mandigo, & Kosnik, 2013 ) affect teachers’ ability to engage students in PE in urban settings.

The purpose of this article is to identify attributes of urban settings that influence how PE is taught, and to provide action-oriented strategies for addressing challenges and making the most of available resources.

To start the process, the authors conducted a comprehensive literature search to identify journal articles about urban PE, published between 1980 and 2015 from CINAHL, PubMed, Sociological Abstracts, ERIC, PsycNET, SPORTDiscus, and Google Scholar. The search identified 135 articles on research that took place in the United States, Canada or the United Kingdom; that included urban settings; and that addressed PE. The research team reviewed and coded articles to identify recurrent themes. The authors then prioritized themes that they believed would be relevant and actionable for practitioners in urban settings and focused the review on actions that can be taken at the school level, where teachers have direct influence, as opposed to district-level strategies ( Tozer & Horsley, 2006 ).

The review was designed to look for articles featuring schools in urban areas. Still, some of these findings will likely resonate with readers who work outside of city spaces. For example, rural schools experience some of the same structural challenges (e.g., limited resources, shared space), demographic challenges (student mobility, ELL students), and contextual challenges (e.g., neighborhood safety, gang violence, high rates of child poverty) as many urban schools ( Hennessy et al., 2010 ; Hertz & Farrigan, 2016 ; Jacob, 2007 ; Moore et al., 2010 ). Similarly, teachers in all settings are likely to encounter disruptive behaviors ( Lavay, Henderson, French, & Guthrie, 2012 ).

The strategies discussed here highlight the importance of preservice training and ongoing professional development, reflective and responsive instructional practices, and partnerships with academic and community institutions.

Tailor Professional Development and Physical Education Teacher Education Training for Teachers in Urban Settings

Recent graduates of physical education teacher education (PETE) programs may be underprepared and overwhelmed when starting work in urban schools, especially new teachers who have had no prior professional experience in this setting ( O’Neill, 2009 ; Sato, Fisette, & Walton, 2013 ) and those whose sociodemographic and geographic backgrounds differ from those of their students ( Culp, 2011 ; O’Neill, 2009; Pope & O’Sullivan, 1998 ). Some research has suggested that veteran PE teachers may become frustrated when changing community demographics require adaptations to an established teaching approach ( Chen, 1999 ; Griffin, 1985 ). Several studies have described scenarios where white PE teachers in schools with a majority of minority students found it difficult to effectively connect with students ( Chen, 1999 ; Flory & McCaughtry, 2014 ; Griffin, 1985 ; O’Neill, 2009; Pope & O’Sullivan, 1998 ).

Increasing teachers’ cultural competency may help ease some, but not all, of this friction. Although PE teachers from communities of color may demonstrate greater cultural competency than their white counterparts ( Harrison, Carson, & Burden, 2010 ), starting work in a new school underprepared is challenging nonetheless ( Sato, et al., 2013 ). In one qualitative study, several black PE teacher candidates reported feeling unsure of how to navigate cultural norms and stereotypes, including students’ perceptions of “white” and “suburban” sports (e.g., lacrosse), after starting to work in urban areas without relevant preservice training ( Sato et al., 2013 ). Recognizing this reality, faculty at multiple institutions have called for more specialized training that better prepares preservice students and early-career teachers for working in urban settings by including coursework and readings that address sociocultural issues, by placing less emphasis on team sports, and by increasing preservice teachers’ exposure to schools in urban communities ( Chase et al., 2011 ; Flory & McCaughtry, 2014 ).

Enhance Participation by Communicating Relevance, Creating a Mastery Climate, and Connecting with Students

Identify relevant content and instructional practices.

Some PE teachers in urban settings have difficulty determining appropriate content to teach and have identified a tension between wanting to introduce students to a variety of ways to be active and deferring to games and sports that students identify with culturally and locally in order to maximize engagement and minimize conflict (i.e., “culture of basketball”; Culp, 2011 ; McCaughtry, Barnard, Martin, Shen, & Kulinna, 2006 ). Indeed, many students who do not perceive PE content to be personally relevant are inclined to disengage from the learning process, regardless of the setting. Finding the contextually appropriate balance between selecting PE content that resonates with student culture and exposing students to new movement opportunities can be challenging ( McCaughtry, Barnard, et al., 2006 ). Nevertheless, teachers should consider this seriously to maximize students’ connection and engagement with content ( McCaughtry, Barnard, et al., 2006 ).

As in many areas, especially those with large class sizes ( Bevans et al., 2010 ), urban PE teachers often spend large portions of PE classes on classroom management ( Dyson et al., 2009 ; Skala et al., 2012 ). Although PE teachers may be unable to directly address some of the underlying “outside of the classroom” challenges to student engagement (e.g., food insecurity, community violence; Borofsky, Kellerman, Baucom, Oliver, & Margolin, 2013 ; Culp, 2011 ; Lawson & Lawson, 2013 ), increasing teachers’ toolbox of pedagogical strategies and self-efficacy can assist teachers in maintaining a strong, learning-focused climate ( Martin, McCaughtry, Kulinna, & Cothran, 2009 ).

Some researchers have found that teacher interactions that support students’ personal and social responsibility and accountability are associated with fewer disruptions, increased participation, and greater enjoyment of PE ( Balderson & Sharpe, 2005 ; Garn, McCaughtry, Shen, Martin, & Fahlman, 2011 ; Li, Wright, Rukavina, & Pickering, 2008 ). In an effort to support active participation and to limit off-task activities, some teachers offer games over skills-based activities because students might enjoy games more than repetitive skill learning. However, students who seek attention from peers may see large-sided games as an opportunity to showcase disruptive behavior for a ready audience ( Garn et al., 2011 ; Rovegno, 2008 ). Reducing the visibility of any one child’s performance or skill via small-sided games or activities may reduce some disruptions when students feel less on display ( Garn et al., 2011 ). Researchers and teachers alike have also identified split-gym, smaller-group activities, and circuits as effective ways of increasing movement in a large class within limited outdoor or indoor space ( Chase et al., 2011 ). How teachers communicate with students and the kinds of feedback they give can further influence student engagement ( Kahan, 2013 ; Morgan & Kingston 2008 ).

Create a Mastery Climate

Previous reviews have highlighted the importance of a mastery-focused environment ( Rovegno, 2008 ) that supports student engagement, effort and enjoyment in PE ( Gutierrez & Ruiz, 2009 ; Martinek & Williams, 1997 ; Morgan & Kingston, 2008 ). Providing feedback and input regarding student progress is an important piece of creating a mastery climate, and PE teachers should be mindful of the kinds of comments they give in public and what attributes they emphasize (e.g., effort versus performance; Morgan & Kingston, 2008 ).

Other mastery-supportive practices include ( Kahan, 2013 ):

• providing students with opportunities to practice in small groups or with a partner;
• placing less importance on winning; and
• teaching activities that do not favor the most skilled students.

Connect with Students

Building a sense of relatedness, that is, students’ perceived connection to their PE teachers and classmates, can enhance motivation for physical activity in PE ( Cothran & Ennis, 1999 ; Shen, McCaughtry, Fahlman, & Garn, 2012 ). Showing interest in students can help build that sense of relatedness and also boost teachers’ own satisfaction ( Culp, 2011 ). Conversations with students can also help teachers gather information to increase the relevance of their lessons. For teachers with a large proportion of ELLs, learning a few phrases in students’ native languages can help foster a connection ( Flory & McCaughtry, 2011 ). Researchers have also called for increased cultural competency ( Harrison et al., 2010 ) and culturally relevant PE curricula in urban settings ( Flory & McCaughtry, 2014 ) and more generally ( Choi & Chepyator-Thomson, 2011 ; Culp, 2013 ), in recognition of the growing ethnic and racial diversity across the United States ( Colby & Ort-man, 2015 ; Johnson & Lichter, 2010 ). Cultural competency requires teachers to become knowledgeable about their students, and to continuously observe, reflect and adapt ( Flory & McCaughtry, 2014 ; Harrison et al., 2010 ). This process seems broadly relevant to increasing student engagement.

Actions to Support Student Engagement

Here are some actions PE teachers can take to support student engagement.

Ask your students! Do what you can to know your students and to become known by students, parents and the community ( Flory & McCaughtry, 2014 ). Learn about the activities that students like and want to learn and use this feedback to inform lesson plans ( Doolittle & Rukavina, 2014 ; Kahan, 2013 ; Stride, 2014 ). For example, when developing a coordinated school physical activity program in an urban middle school, one PE teacher offered volleyball and table tennis as sports early on due to strong interest from students, including many ethnic Chinese students, at the school ( Doolittle & Rukavina, 2014 ).

Increasing cultural competence involves becoming aware of one’s own assumptions, beliefs and biases ( Culp, 2013 ). Hidden biases may be influencing your performance expectations and interactions with students in ways you do not realize. Project Implicit ( https://implicit.harvard.edu/implicit/ ) provides validated assessments that have been widely used to test such hidden associations ( Nosek, Greenwald, & Banaji, 2005 ; Nosek & Smyth, 2007 ). These include no-cost assessments that are related to race, sex and weight.

Listen and “Bridge the Distance.”

Try to provide context for students’ comments and tie the conversation back to the curriculum ( Culp, 2011 ). Look for “teachable moments” that can both show respect for students’ experiences and advance understanding and learning ( Culp, 2013 ).

Brian Culp described how a teacher who taught in the southeastern United States, but who grew up playing ice hockey in Canada, reacted to his students when they laughed and said, “Black people don’t play hockey” ( Culp, 2011 ). Instead of ignoring the comment, the instructor came back to class with examples of black athletes in the National Hockey League and continued the planned lessons. He communicated relevance while providing an opportunity for students to develop skills related to a new sport ( Culp, 2011 ). Seeing someone who students believe is similar to them perform an action provides a “vicarious experience,” which can increase their confidence to perform that same action ( Bandura, 1977 ). Visual aids can be used to promote self-efficacy. As an example, teachers have reported greater participation among African-American girls in PE activities when presented with images/posters of black female athletes ( McCaughtry, Martin, Kulinna, & Cothran, 2006 ).

Address Challenges through Strategic Partnerships

Institutions of higher education are often an important asset in urban areas. Partnerships with these institutions can enhance PE by:

• training future leaders through PETE programs;
• providing professional development opportunities to current teachers and coordinating the development of professional learning communities ( Hemphill, Richards, Blankenship, Beck, & Keith, 2012 ; Tozer & Horsley, 2006 ) and teacher mentoring programs ( Cothran et al., 2009 ; Hemphill et al., 2012 ; Martin, McCaughtry, Kulinna, Cothran, & Faust, 2008 );
• piloting and evaluating new programs and curricula to help build the evidence base ( McCaughtry, Krause, McAuliffe, Miotke, & Price, 2012 ); and
• collaborating on competitive grant applications ( Hemphill et al., 2012 ; O’Sullivan, Tannehill, Knop, Pope, & Henninger, 1999 ).

Engaging preservice students in professional development opportunities with practicing urban PE teachers can yield mutual gains ( Hemphill et al., 2012 ; LaMaster, 2005 ). Through such partnerships, preservice students have gained more experience in school settings and have learned from veteran teachers who, in turn, were exposed to new activities and teaching approaches ( LaMaster, 2005 ). Similarly, school–university partnerships can enhance professional development opportunities.

One-day trainings risk overloading teachers with information ( Kulinna, McCaughtry, Cothran, & Martin, 2006 ). Additional supports and follow-up are needed to help teachers put into practice changes in curricula and assessments ( Kulinna et al., 2006 ; Kulinna, McCaughtry, Martin, & Cothran, 2011 ) or pedagogy (e.g., increase student-driven decision making; Ko, Wallhead, & Ward, 2006 ). Urban PE teacher–mentoring programs and peer learning opportunities can help fill the gap by providing support beyond inservice trainings ( Cothran et al., 2009 ; Martin et al., 2008 ).

Realistically, these collaborations take years to develop and multiple iterations to refine and troubleshoot ( Hemphill et al., 2012 ; LaMaster, 2005 ; McCaughtry et al., 2012 ; O’Sullivan et al., 1999 ). One example of an urban university–public school partnership is the Detroit Healthy Youth Initiative between faculty and staff at Wayne State University and the PE teachers and administrators at Detroit public schools. The initiative has been in action for about 15 years, and through this relationship a range of professional development opportunities and at-school support, including a mentor system, were created, and grant funding was secured to enhance teachers’ knowledge of wellness curricula, instructional technologies, and individualized lifetime-fitness activities ( McCaughtry et al., 2012 ). More information about this partnership and other successful university–school partnerships can be found in the JOPERD feature, “The Dynamics of Promoting Sustained School–University Partnerships” ( Patton, 2012 ).

The Carol M. White PEP Grant Program is one example of a funding mechanism that has been highlighted as a catalyst for collaboration between schools and universities ( Deglau & Barnes, 2009 ; Hemphill et al., 2012 ; Rovegno, 2008 ). This program is not currently authorized for funding under the Every Student Succeeds Act (ESSA), which means it lacks legal support to operate at this time. There are still opportunities to collaborate with academic partners on funding applications, as well as advocacy efforts and research initiatives to help make the case for dedicating more resources to PE.

Engage Community Partners to Address Structural Challenges

Schools located in urban settings are less likely to have a dedicated gymnasium or access to outdoor spaces ( Dyson et al., 2009 ; Fernandes & Sturm, 2010 ; Hobin et al., 2013 ). Just as joint-use agreements can extend the use of school facilities to parents and community members ( Jones & Wendel, 2015 ), agreements or permits with nearby community parks and playgrounds, universities, or recreation centers can support students’ use of facilities that are not available at school in order to connect students with community opportunities for physical activity to extend their learning in PE ( Chase et al., 2011 ; Doolittle & Rukavina, 2014 ). Applying for permits takes both time and knowledge of local government policies and personnel, yet this process can be taken on by a motivated teacher ( Doolittle & Rukavina, 2014 ).

It is not uncommon for PE teachers to purchase equipment with their own money ( McCaughtry, Barnard, et al., 2006 ). Though it may take time to establish them, partnerships with local businesses can secure in-kind donations or funding to support equipment purchases ( Chase et al., 2011 ). Similarly, university support on grant applications and funding requests can be leveraged to provide professional development and new equipment for PE ( Deglau & Barnes, 2009 ; McCaughtry et al., 2012 ). School fundraisers, organized through parent-led organizations or associations, can benefit PE programs ( Doolittle & Rukavina, 2014 ). Individual PE teachers or other school champions can apply to grant programs that are awarded at the school level ( Doolittle & Rukavina, 2014 ). These include national initiatives, such as Let’s Move! Active Schools, the Presidential Youth Fitness Program, Fuel Up to Play 60, state SHAPE/AHPERD organizations, and even private organizations that support causes related to physical activity, sport and children’s health (e.g., hospital networks, health insurance providers and their affiliated foundations).

Forming Partnerships with Institutions of Higher Education and Community Organizations

Much has been written about how successful university and K–12 school partnerships can develop and flourish ( Catelli, 1992 ; Hemphill et al., 2012 ; McCaughtry et al., 2012 ; O’Sullivan et al., 1999 ; VanSickle & Schaumleffel, 2015 ). School- and district-level administrators may already have relationships with university contacts. Teachers can approach school leaders with ideas for university collaborations to identify next steps.

Here are some dynamics to keep in mind:

• Before reaching out, assess your needs. What are you looking to gain through this partnership? Collect some information to back up your request. This could be as simple as reviewing your equipment and space, and then conducting a local inventory to identify nearby playgrounds, fields or recreation centers that could help meet needs through permits.
• Outline and agree to shared expectations. Create a memorandum of understanding before launching your work with a college or university. Consider what it would take to make the time investment worthwhile ( VanSickle & Schaumleffel, 2015 ). What outcomes does each organization expect will stem from this collaboration? Look for faculty members who have experience working in your community and a demonstrated interest in the goals and objectives of the proposed collaboration.
• Recognize the importance of different roles. Academic partners often bring knowledge of evaluation design and experience developing curricula and applying behavioral theories. Yet, school staff are experts on their school context, processes and interpersonal dynamics. It may take time to develop the relationships needed to communicate openly and to trust one another, but this is an essential step ( O’Sullivan et al., 1999 ).
• Make time to plan. Frequent meetings are seen as a valuable way to share and respond to successes and challenges ( LaMaster, 2005 ). Though time-intensive, retreats can be highly productive and can help to strengthen relationships and understanding ( O’Sullivan et al., 1999 ).

Looking Forward

It is clear from the literature that teachers in urban settings work within many of the same constraints as they did 30 years ago. Further, many of these challenges are similar to those faced by teachers in other contexts. Two features stand out.

First, to be effective, PE teachers in urban settings have to understand the unique dynamics of their communities, families and students, and take what they learn and incorporate it into their curriculum and pedagogy. Knowing students allows teachers to tailor their pedagogical approach so that students find the educational process relevant, engaging and motivating. After all, student engagement is an essential component of any educational effort ( Lawson & Lawson, 2013 ; Zepke & Leach, 2010 ).

Second, K–12 schools do not exist in isolation. They are part of a wider community and network of potential resources, including parks, universities, community recreation programs, and funding opportunities. The key is having teachers and administrators recognize the opportunities that exist in their area and seek out partnerships that can help advance their goal of teaching children to be active and healthy. The density of potential partners in urban settings is a tremendous asset. Collaborative efforts with school, community and academic partnerships are expected to help school districts secure and make the most of funding opportunities — including evaluations to identify what works and dissemination efforts to make findings accessible.

Contributor Information

Sarah Sliwa, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

Allison Nihiser, Health scientist in the Division of Nutrition, Physical Activity, and Obesity Prevention, at the Centers for Disease Control and Prevention in Atlanta, GA.

Sarah Lee, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

Nathan McCaughtry, Assistant dean in the Division of Kinesiology, Health and Sport Studies at Wayne State University in Detroit, MI.

Brian Culp, Associate professor in the Department of Health Promotion and Physical Education at Kennesaw State University in Kennesaw, GA.

Shannon Michael, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

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