Digital Instruction in Physical Education: An Avenue for Advocacy

Abstract

This article provides an overview of some ways in which teachers can implement digital instructional technologies into their classes and how these technologies can be leveraged to advocate quality practice in physical education.

Notes

Readers are encouraged to send “Advocacy in Action” submissions to column editor K. Andrew R. Richards at [email protected].

The purpose of the Strategies Advocacy in Action column is to provide tangible, real-world examples of grassroots and national-level advocacy activities taking place in the fields of physical education, health education and physical activity. Submissions should be written in a conversational, practical tone. Columns should be 1,000 –1,300 words (or roughly four typed, double-spaced pages).

Additional information

Notes on contributors

Chad M. Killian

Chad M. Killian is an assistant professor in the Department of Kinesiology and Health, at Georgia State University in Atlanta, GA; he was previously at University of Illinois Urbana-Champaign.

Chris J. Kinder

Christopher J. Kinder is a doctoral student, and Amelia Mays Woods is a professor, in the Department of Kinesiology and Community Health, at the University of Illinois in Urbana, IL.

Amelia Mays Woods

Christopher J. Kinder is a doctoral student, and Amelia Mays Woods is a professor, in the Department of Kinesiology and Community Health, at the University of Illinois in Urbana, IL.