Wednesday, March 13, 2024, 2:00 PM–3:00 PM
Whole-of-School Physical Activity: More than Meets the Eye (Part 1)
Category: Physical Activity & Health Promotion
Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.
Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.
Presenting Author: Collin A. Webster
After-School Physical Activity Program: Social and Emotional Learning of Children
Tan Leng GohF1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University
After-School Programming: Process and Outcomes
Pamela KulinnaF1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University
Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis
Jongho Moon1, Western Michigan University; Collin A. Webster, Texas A&M University – Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. EganF, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina
Movement, My Favorite Thing to Do at School
Cate A. EganF1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho
Feasibility of the ProudMe Intervention: A Whole-of-School Initiative
Senlin ChenF1, Louisiana State University; Jared Androzzi, Winthrop University
Whole-of-School PA in the Context of the Dubai Fitness Challenge
Collin A. Webster1, Texas A&M University – Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai
Wednesday, March 13, 2024, 3:15 PM–4:15 PM
Whole-of-School Physical Activity: More than Meets the Eye (Part 2)
Category: Physical Activity & Health Promotion
Symposium Description: Whole-of-School physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. This symposium includes six presentations that focus on whole-of school PA processes and outcomes that extend beyond the usual emphasis on children’s and adolescents’ accumulation of PA minutes. Collectively, the presentations demonstrate that when it comes to whole-of-school PA, there is more than meets the eye.
Extended Description: Whole-of-school physical activity (PA) encompasses various approaches schools adopt to draw upon and optimize available resources for promoting and increasing the PA of children and adolescents. Examples include the Comprehensive School Physical Activity Program (CSPAP) framework in the United States, the Creating Active Schools (CAS) framework in the United Kingdom, the Active School Flag (ASF) initiative in Ireland and the Finnish Schools on the Move (FSM) program in Finland. The overarching goal of such approaches is to support youth in accumulating at least 60 minutes of PA each day. Accordingly, much of the related empirical literature focuses on the potential of whole-of-school PA to support the attainment of this outcome. Yet, a growing body of research is also uncovering a broad range of other outcomes, and implementation processes, linked to whole-of-school PA. When appropriately designed and delivered, whole-of-school PA can serve the myriad interests and agendas of those who look to schools for helping to ensure children’s and adolescents’ healthy development and academic excellence. This symposium showcases research that looks beyond the “PA” in whole-of-school approaches to discover what else such efforts entail and can accomplish. Six presentations are included. The first three highlight the connection between whole-of-school PA and students’ social and emotional learning, which has emerged as a major area of focus in education. In the first two studies, the effects of educationally enriched after school PA programs are examined with consideration given to social and emotional learning, nutritional knowledge, eating behaviors, and motor competence. The third study is a systematic review and meta-analysis of PA interventions for elementary school children, which measured social and emotional learning outcomes. Fourth on the roster of presentations is a qualitative study of children’s perspectives in the context of classroom movement integration, thus helping bring to light the often-neglected student voice in research on whole-of-school PA. The fifth presentation features a feasibility evaluation of an obesity prevention intervention that uses an ecologically framed whole-of-school PA approach to target key implementation levers and influence not only PA, but also screen time, diet, and sleep. A study of the Dubai Fitness Challenge is the focus of the final presentation, examining from a whole-of-school PA perspective how three schools implemented the challenge and what school staff and students perceived as implementation successes and challenges. Overall, this symposium demonstrates that when it comes to whole-of-school PA, there is more than meets the eye.
Presenting Author: Collin A. Webster
After-School Physical Activity Program: Social and Emotional Learning of Children
Tan Leng GohF1, Kelly McCarthy, Chee Hoi Leong, Central Connecticut State University
After-School Programming: Process and Outcomes
Pamela KulinnaF1, Kahyun Nam, Arizona State University; Omar Albaloul, Arizona State University-Kuwait University
Increasing Children’s SEL through CSPAP-aligned Interventions: Systematic Review and Meta-Analysis
Jongho Moon1, Western Michigan University; Collin A. Webster, Texas A&M University - Corpus Christi; Kelly Lynn Mulvey, North Carolina State University; Ali Brian, David F. Stodden, University of South Carolina; Cate A. EganF, University of Idaho; Taemin Ha, Queens College, City University of New York; Christopher Merica, University of North Carolina Wilmington; Michael W. Beets, University of South Carolina
Movement, My Favorite Thing to Do at School
Cate A. EganF1, University of Idaho; Karie Lee Orendorff, Montana State University; Christopher Merica, University of North Carolina Wilmington; CJ Brush, University of Idaho
Feasibility of the ProudMe Intervention: A Whole-of-School Initiative
Senlin ChenF1, Louisiana State University; Jared Androzzi, Winthrop University
Whole-of-School PA in the Context of the Dubai Fitness Challenge
Collin A. Webster1, Texas A&M University - Corpus Christi; Chris McMahon, University of Birmingham; R. Glenn Weaver, University of South Carolina; Christophe El Haber, University of Birmingham Dubai; Gonul Tekkursun, Gazi University; Zainab Mohamed Ismail, Syeda Zoha Fatima Naqvi, Mehnaz Ghani, Sevval Kepenek, Manel Kherraf, Thrisha Krishnakumar, Pranati Prakash, Yeowon Seo, University of Birmingham Dubai
Thursday, March 14, 2024, 4:30 PM–5:30 PM
Toward Doctoral Standards (Guidelines?) in Physical Education Teacher Education (PETE)
Category: Teaching & Learning
Symposium Description: The symposium will focus on the knowledge, skills, and dispositions needed for teacher educators in PETE to effectively deliver initial, advanced, and PK-12 standards to preservice and inservice teachers. The panel and audience will modify, remove, and add potential doctoral standards. Strategies for professional development and assessment will be developed.
Extended Description:
Background/Purpose: Unlike initial and advanced PETE programs, there are no standards for PETE doctoral programs. Richards, Kern, Housner, and Templin (2020) developed a doctoral standard to assist doctoral students (DSs) contend with the sociopolitical realities of working in schools. They argue, “Should doctoral education standards be pursued, we suggest the competencies advanced in this article as a starting point for further development.” Therefore, we propose standards for doctoral programs in PETE that begin with socialization issues and workplace conditions.
Method: PK-12 SHAPE (2023) initial SHAPE (2016), and advanced NASPE (2008) standards were analyzed and placed into 11 additional clusters.
Skill, Physical Activity, and Fitness,
Foundation Knowledge for Movement, Physical Activity & Fitness,
Knowledge of Effective Physical Education and Physical Activity Teaching and Programming,
Personal, Social, & Diversity Issues in PE and PA Programming and Teaching
Planning
Delivery and Management of Instruction
Assessment
Technology
Valuing and Promoting Physical Activity
Professionalism, Leadership, & Collaboration
Reflection and Inquiry
Doctoral standards developed for each cluster will be presented. The panel and attendees will discuss and modify, remove, or add doctoral standards into a final draft of doctoral standards.
Analysis/Results: The result will be a first draft of doctoral standards in PETE based on the analysis of PK-12 SHAPE (2023) standards, initial SHAPE (2016) standards, and advanced NASPE (2008)
Conclusions: A final draft of doctoral standards will include modifications of doctoral standards and the addition of important standards not included in the clusters. Other issues that may be discussed include the following.
Do we need PETE doc standards or will guidelines suffice?
How would doc standards be used? Program assessment (self or external), professional development of PETE teacher educators.
What are the advantages and disadvantages of having doc standards? Advantages might be increased professionalism, accountability, and a common core of knowledge, skills, and dispositions. Disadvantages might be another labor- intensive review process, uniformity of programs/reduced creativity.
How should standards be developed? Is the standard-based approach put forth in this presentation a reasonable approach?
Does it make more sense to survey PETE teacher educators first and then write a paper based on the results of the survey?
How do we move forward? Who wants to be involved and what roles can each of the interested attendees play?
Upon completion of the session the attendees will be able to contribute to the ongoing dialogue regarding standards-based PETE programming at the preservice, inservice, and doctoral levels.
Presenting Author: Lynn Dale Housner
Toward Doctoral Standards (Guidlines?) in Physical Education Teacher Education (PETE) I
Lynn Dale Housner1, West Virginia University
Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) II
Sean M. Bulger1, West Virginia University
Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) III
Suzan F. Smith-AyersF1, Western Michigan University
Toward Doctoral Standards (Guidlines) in Physical Education Teacher Education (PETE) IV
James D. Wyant1, West Virginia University
Friday, March 15, 2024, 1:30 PM–2:30 PM
Conceptual and Empirical Findings of Adaptive Teaching and Key Takeaways
Category: Teaching & Learning
Symposium Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.
Extended Description: Teaching occurs in a context that is multi-dimensional, simultaneous, public, and unpredictable and for a variety of reasons student learning varies (e.g., readiness, ability, learning history and cultural histories). As such teachers must adapt their instruction to meet the demands of students as they endeavor to learn what the teacher is teaching. In this presentation conceptual and empirical perspectives supporting adaptive teaching will be reviewed, and implications for teacher education will be discussed.
Presenting Author: Peter Iserbyt
Adaptive Teaching: Conceptual and Empirical Perspectives
Phillip WardF1, The Ohio State University
What We Know About Developing Adaptive Competence in Teaching
Xiuye Xie1, Missouri State University; Emi TsudaF, West Virginia University; Phillip WardF, The Ohio State University
Takeaways From Developing Adaptive Competence in Physical Education Teachers
Peter Iserbyt1, Toon Dehandschutter, Jana Bosmans, Anke Mous, KU Leuven; Hans van der MarsF, Arizona State University; Phillip WardF, The Ohio State University
The Effect of Teachers’ Intra-Task Modifications on Student Performance: A Pilot Study
Gülşah Güner Dalar, Marmara University; Fatih Dervent1, Marmara University Faculty of Sport Sciences; M. Lale Güler, Marmara University; Erhan Devrilmez, Karamanoğlu Mehmetbey University